Christina Latham-Koenig Clive Oxenden with Jerry Lambert Beatriz Martin Garcia ENGLISH FILE Intermediate Plus Teacher’s Book — FF 7/i\\y Engsh eT and English Fe 2 UNIVERSITY PRESSOXFORD 6reat Clarendon sree, Oxford, ox2 Gor, Unites Kingdom ford University Pres ina department ofthe University of Oxford Iefurthes the Unversity byectiveo excellence near, hola, and education by publishing worldwide. Oxfordisa registered trade mark of Oxford University Press inthe UK an in artain oer countries © Oxfonl University Pres 2014 ‘Te moral rights ofthe author have been asserted First published in 2014 2018 2047 2016 2015 2014 weerssas2 A ighs reserved No part ofthis publication may be repreduced, stored ina etciova system, or transmitted, any form or by any means, without the prior permission in writing of Oxford Univesity Press, orasexpressiy permitted by law by ience of under terms agreed with the appropiate Feprographits rights organization Enqunes concerning repreducton outside the scope ofthe above shoul be sen to the ELT Rights Cepartment, Oxford University Press at the adress above You must nt circulate this workin any other form andyou must impose this same condition on any acquirer Lins to third party websites are provided by Oxford in god ath and for Information ony Oxtord disclaims any tesponsbiity fo the materials Cantainedin any this party weet eerenced in hs Work Photocopying ‘The Publisher grants permission forthe photocopying ofthese page marked fitocopinnle secoring tothe faiowingconstion® Ina purchasers shar make copes for their own ue or for use by cases that they teach School purchasers may make copies forse by staff and tudens, Bu this permission dees notextend to addtional chooks or branches Under no rcumstances may any par of his bok be photocopied for resale san: g7Bo 294558149 Printed and bound by Grice MaiadouroS A. in Portal This books printed on paper trom certitied and wall managed sources The authors woul ike to thank Ellen Shaw for he lpi preparing the teaoners notes repute walt he thank te fw fr rer aermigon fo eorice piotopapt Alm pp 150 YAY Media ASMiht bulb) 155 ApS. (UR (arena) 158 Nano Cavojwoman on mobile) 172 (children watching ‘artoans). 174 Aaley Coopefleaning products), 175 James Turner) 17 (Andrew Patersonmidsleaged woman. Image Sourcebiond woman with ‘caring, cia Lanputivoung ma, Calchlight Visual Servicooy), 150M. Gayon|Candyboxtestanrant interior. 201 ase fotostock. 213(Avey& “Towers Picture ibrar} Corbis p24 ettmanaats Domino) Getty Images p.t48 (Kus Vaan and woman, Zephyr PtreMorda, Claire Coles) Cole cups), 199 Harry Winiker]Cistes. 158 (Eke Metzliman on mobil). 172 {concert childs freman).177(dbimegesimiddlesged man. la Durovalyoung woman dark hat NevenaZatevaloung sel 184debimages boy andl student), 186 Poppesfotoser Nicholas 1, Virsowyscan lab Chara Petace) 190 Lovely Planeyestaurant extern). 197(APPennifer Tawrence, DUTOUR/ATP/Mali confi). 212 (Tom Merton). 214 (Kur Hatton) ‘an in eld), 215 zabels Hale 216 (Hero images). 217 (Cao), 219(Waler Bibiow stockphoto pp 150 (screw driver, batteries, jumper. visa} Oxford University Pres Capture pp.190 (adder, ue). 17recyele in) ex Features p76 (Richard Youngs). ‘masrstio oy: aul Noston)New Division p44, 170 208:Faul Dickinson 218; oy Gosney 195 Atsushi Hara)Duteh Uncle Agency pp 143, 17, 154 189; Anna Hymas/New Division pp142, 49,157 Javier Joochin/Tbe Organisation p211; Sophie Joyee pp.180, 202, Adam Larkuunlustration Lal po M0, 151, 188,168 Tim Mars pp 48,168,270 Joe McClaren p83 Jerome Miesut{Colagene p15 Elis Nadir pp 207,213 Roger Peni p 14, 185, 152, Gavin Reece p.17, 181-182; Lucy Iruman)New Division pp.185 Tee authors ander aerate hse tc have gin prison fo proce the along xtat and adaptations of xpright material 210 "lo" Words and Music by Roger Andrew Tal, Andy Taylor, Jn Tayo. Simon Le Bar Sand Nick Rhodes 1982, Reproduce by permision of Gloucester lee EMI “Music Publishing Ld, Losdoa WiF 9LD;p211 “Destination Anywhere” Words And Music by Nckols Ashford and Valerie Slmpeon @ 1967, Reproduced by permission oJbete Music Co InEMI Music. ndon WIE SUD: p212 "Young Folks Words sid Music by Bjorn Daniel Ame Ving, eter Andreas More and John Thomas Daniel Hrkkson ¢ 2006, teproduced by prmision of EME “Musi Pblishing Lud. London WiF 9LD;p213 “HveO"Cck Wold” Words and Musicay Alan Reynoles 21965, Reproduced by permission ofSreen- (GemstathMusiett, London WIF OUD; p214"Country oy" Words apd Music by Dave Bartholomew and Anton Domino © 1959, Reproduced by permission (EMI Unart Catalogue inc London WF LD: p28 Hk ‘em Up Syl Oops)” ‘Word and Msi by Dallas Astin © 2001 Reproduced by permission oF [EM Hlackwood Musil, London WF SLD, p216"We Bont Need Money to Havea Good Tne” Words and Music by Bly Morgan Joshua Monsan and Charlotte Cooper € 2012 Reproduced by permission of EMI Music Publishing lid, London WIE SLD: p.217 “Relieve n Humanity” Words and Misty Carole King ©1972, Reproduced by permission ofereen GemsEME ‘Musici, Landon WIP91D: p28 “Memores" Words and Music by Spencer ames Smith, Brendon Boy Uri and Butch Walker 22011, Reproduced by ‘permission of EMI Music Publishing Lid, London WIE UD, 219 "Living In ‘Amerca” Words and Mui by Charles Kanan a Dan Hartman © 1985, ‘eprouced by permission oF EMI Masi Publishing Lad London WIP SID, Aliightsresened Any unauthorised copying reproduction renal or ‘communication tothe publi ofthe material contained in this product 2 wolation of applicable fs ‘Alou eer tot Pa bn mad tae snd eta pyrite tlre ‘uticaton ttt ben plein somecaes We sponse any sparen Intengenentexpyront ana fate the puter wl: plese rt ary crrorsoramistesat te earet poste oppertutyContents 4 Syllabus checklist 8 Introduction + What do Intermediate Plus students need? Course components ‘+ Student's Book Files 1-10 Aand B lessons Practical English Revise and Check The back of the Student's Book + For students iTutor with iChecker Workbook Oxford Online Skills Program Pronunciation app Student's Site + For teachers Teacher's Book ‘Toots Test and Assessment CD-ROM Videos Class audio CDs Class DVD Teacher's Site 12 Lesson plans 137 Photocopiable activities Contents Grammar activity answers Grammar activity masters Communicative activity instructions Communicative activity masters Vocabulary activity instructions Vocabulary activity masters Song activity instructions Song activity mastersSyllabus checklist Grammar Vocabulary 4A Why did they call you that? pronouns ‘working out meaning from context 8 B Truecolours adjectives adjective suffixes 12 MMM PRACTICAL ENGLISH Episode Abad start 14 A Pack and gol present tenses holidays 18 B Opening up or closing down? possessives ‘shops and services 22 REVISE AND CHECK 182 MIM Inthe street; Short films A farmers! market 24 A The generation gap past simple, past continuous, stages of life br used to? 28 B Inthe picture prepositions photography 32K PRACTICAL ENGLISH Episode 2 All kinds of problems 34 A That’srubbish! future forms: wil/ shall and going to ——_rubbishand recycling 38 B Degrees and careers First and second conditional “study and work 42. REVISE AND CHECK 384 IM In the street; Short films A/New York sanitation worker 44 A What's on? present perfect simple television 43. B. The country in other countris present perfect continuous the country 52MM PRACTICAL ENGLISH Episode 3 Time to tel the policePronunciation Speaking Listening Reading vowel sounds Talking about names Four people talking about their Is yourname helping or What'sina name? names hurting you? How was it named? Brand names Would you buy this product? word stress Colour analysis Colour analysis What colouris Dead Salmon? Describing a room ‘vand ii What different nationalities do on holiday, and what the locals think of them Want a cheap holiday? Try these ideas Talking about holidays Interview with an airport security My local shops ‘Gan anyone save the British high Talk about something you've bought street? NotOntheHighStreet.com — Where everything has a story -edendings; sentence Taling news stories to eachother Radionews report about the News stories rythm What wereyoutke asachiér ‘Mosquito Tone teenager? word stress Taking photos interview with Brian Voce How safe are your digital Talking sboutanintrestng photo Peapletalking bout the Photos? childhood photos Ai fafa fev What a waste! Liz Scarff-My three days.as3 Got anew mobile? Think freegan twice before you throw the old one away! word stress, Work and studying questionnaire Three people talking about their The best Saturday job ever intemships had vt and J Interview with the witers of Bob's Burgers Persuading others to agree with you Allin one sitting vowel sounds; sentence stress Living in the country/eity questionnaire Two people talking about living in the country and in the city ABritish Institution - The Archers. From the city ta the country (end back again) ABitish Institution - The ArchersGrammar Vocabulary 54 A bolt yourself obligation, necessity, prohibition, advice DIY and repairs; paraphrasing 58 B At yourservice ‘can, could, and be able to ‘at a restaurant 62 REVISE AND CHECK 586 M4 In the street; Short films The history of flatpack furniture 64 A Givingit away phrasal verbs ‘cash machines; phrasal verbs 68 B Going out and stayingin verb patterns lve entertainment 72, MBM PRACTICAL ENGLISH Episode 4 Isita clue? 74 A Looking after yourself have something done looking after yourself 78 B Therestishistory the passive; impersonal you history 82 REVISE AND CHECK 788 MM In the street; Short films. The Globe Theatre 84 A Can'tremember, can't forget reported speech ‘word families 88 B_ Wedding dramas uses of the past perfect weddings 92 MM PRACTICAL ENGLISH Episode S Finding Henry 24 A America and the world be, do, and have: auxiliary and main verbs British and American English 99 B Examtime revision of verb forme exams 102 REVISE AND CHECK 9810 MIM In the street; Short films A wedding planner 104 Communication 132. Grammar Bank 165 Irregular verbs 113 Writing 182. Vocabulary Bank 166 Sound Bank 120. ListeningPronunciation Speaking Listening Reading consonant clusters Itlooks so easy at first. Three people talking about their What music would you play questionnaire experionce with KEA furniture _toanalien? ‘word pairs with and Group discussion about customer Michel Roux’s Service from school The 7 worst customer service dropouts to top waiters service crimes Michel Roux's Service from school dropouts to top waters ‘what would you de?" questionnaire News stories about cach machines When luck comes to town, ‘words with Talking about going to alive event radio review ofthe play Sleep no World of Warcraft two pronunciations Going out or staying in? more Welcome tothe new gold sentence stress Looking after yourself Interview with hairdresser, Dino Sauna or oven? Sweating Karvel next to cooking eges theletters ar Localhistory ‘Aguided tourof Westminster BilBrysor: The Lost Describing famous buildings Abbey Continent word stress Ive got a good memory — “The Story Corps project The woman who remembers questionnaire everything Telling enecdotes sentence stress Talking about a wedding WS. Maugham: Mabel WS. Maugham: Mabel Weddings that went wrong, sentence stress Facts about the USA, Thre Americans talking about Who's negative about their country’ contribution ‘American culture? 6 Things Americans Do That Drive Brits Crazy 6 Things Brits Do That Drive Americans Crazy word stress; revision of Askandanswer questions about Exams and test experiences ‘nation prepares for the sounds exams Tips for doing wellin anoral exam readed gzokao ‘An exam taskIntroduction Ourexperience as both teachers and learners showed us that many language learners reach a point, often around the completion of Intermediate level, where they know enough English to be ableto communicate confidently ata certain level, butare aware thac they still make lotof mistakes, an feel that their progress has ‘stalled’. These learners might st struggle with the leap to Upper-intermediate, With English File Intermediate Plus we've created an optional additional Jevel which allows students to consolidate their existing skills from Incermediate, activate the grammar they have previously studied but don use, and expand their range of | vocabulary. In this way students can improve their language competence before continuing to Upper intermediate level. Aswellas the main A and B lessons, the Grammar, Vocabulary, and Sound Banks, and the Communication and Writing sections inthe Student's Book, there isa range Which can be used according to your student needs and the time available. Don't forget: of materi + new Practical English video and exercises {also available on the Class audio CD, Class DVD, and the ‘Tutor for home-study) + the Revise and Check pages, with video {alsoavailable on the Class audio CD, Class DVD, and the ‘Tutor for home-study) + photocopiable Grammar, Vocabulary, Communicative, and Song activities. STUDYEENIA ‘Tutor with iChecker, Workbook, Oxford Online Skills Program, Pronunciation app, and the Student's website provide multimedia review, support, and practice for students outside the classroom. The Teacher's Book also suggests different w. ‘many of the Student's Book activities dependi of your class. We very much hope you enjay using English File third edition ssofexploiting nthe level What do Intermediate Plus students need? Intermediate Plus students need to practise their existing language skillsin new and challenging contexts. They ned motivating material and challenging tasks which will thoroughly revise the grammar and lexis they have learnt at Intermediate level, so that they can use these with confidence. To carry on expanding their vocabulary they also need a steady input of high frequency words and. phrases and plenty of opportunities to speak and build oral fluency and accuracy. Grammar, Vocabulary, and Pronunciation Acany level, the basic tools students need to speak English with confidence are Grammar, Vocabulary, and Pronunciation (C, V,P) In English File thind edition Intermediate Plusall three elements are given equal importance. Each lesson has cleaely stated grammar, vocabulary, and pronunciation aims. This keeps lessons focused and gives stuclents concrete learning objectives and sense of progress www.oup.comelt/teacher/englishfile Grammar Intermediate Plus students need + to consolidate and extend their knowledge of the main grammatical areas. + extraoral practice to encourage them touse the grammar they know with confidence. + further practice in discriminating between different tensesand forms + practice in using a range of tenses and forms accurately. English File third edition Intermediate Plus provides fresh and challenging new contexts to help students consolidate and act nts’ existing grammar knowledge, as well as presenting new structures, using real-life stories and situations, humour, and suspense. The Grammar Banks give studentsa single, easy-to-access grammar reference section, with clear rules, example sentences with audio, and common errors, There are two practice exercises for each grammar point, Vocabulary Intermediate Plus students need based lexical areas. + systematic expansion of topi + more work on collocations, phrasal verbs, and word building, + practice in pronouncing new lexis correctly and. confidently. Every lesson in English File has a clear lexical aim. Many lessonsare linked to the Vocabulary Banks, which help present and practise high-frequency, topic. vocabulary in class, give an audio model ofeach word, and provide a clear reference so students can revise and test themselves in their own time. Pronunciation Intermediate Plus students need + practice in pronouncing sounds and words clearly. + regular practice of word and sentence stress, + tocontinuc to develop their patterns. stinct for rules and Clear, intelligible pronunciation (not perfection) should be the goal of students at this level. Students who studied be familiar que system of sound pictures, which give clear example words to help identify and produce sounds, English File third edition Intermediate Plusintegrates this focus on individual sounds witha regular focus on word and sentence stress where students are encouraged t0 copy the rhythm of English. Pronunciation is also integrated into Grammar and Vocabulary activities, offering more practice for students, and often preparing students fora speaking activitySpeaking Intermediate Plus students need + topics that will motivate them to speak. + the key words and phrases necessary to discuss topic with confidence. + practice in more extended speaking on familiar topics. improve accuracy as wellas further develop their fluency. increase the range of language they can produce We believe that a good topic ortextis very important in ‘motivating students to speak in class. Every lesson in English File intermediate Plashas a speaking activity which enables students to contribute their own knowledge or experience. Confidence in speaking comes from knowing students are using the language correctly and pronouncing it correctly So each speaking activity activates grammar, vocabulary, and pronunciation, and the tasks are designed to help students co feel a sense of progress and to show that the numb ‘which they ean communicate effectively is growing. et of situations: For students who have time to do further practice there are extra speaking wvailable on the Oxford Online Skills Program. Listening Intermediate Plus students need + interesting, integrated listening material + confidence-building, achievable tasks. + practice in getting the gist’ and listening for detail as well as exposure to longer listenings. + practice in dealing with authentic spoken language AcIncermediate Plus level students need confidence-bi tasks which are progressively more challenging in terms of speed, length, and language difficulty, butarealways achievable. Longer listenings are broken into separate parts \with different tasks, coavoid memory overload. Students are exposed toa wide variety of British and American accents, as ‘wellas some non-native speakers of English. lding For students who need more development and practice there are extra listening activities available on the Oxford Online Skills Progran Reading Intermediate Plus students need + engaging topics and stimulating texts. + exposure toa wide variety of authentic text types. + challenging tasks which help them read better. Many students need to read in English for their work or studies, and reading is also important in helping to build vocabulary and to consolidate grammar—something which is especially relevant for Stsat this ‘plateau’ level. The key to encouraging students to read is to give them motivating but accessible material and tasks they can do. In English File Intermediate Plus reading texts have been adapted from variety of real sources (the British and American press, ‘magazines, news websites) and have been chosen for their intrinsic interest. For students who need more development and practice there are extra listening activities available on the Oxford Online Skills Program. Writing Intermediate Plus students need + regular writing practice. + clear models of register, structure, and fixed phrases, ‘micro’ weiting skills. + a focus o People worldwide are writing in English more than ever before both for business and personal communication. English File Intermediate Plus provides guiced writing tasks, in each File, which provide consolidation of grammar and lexis taught in the For students who need more development and practice there are extra listening activities available on the Oxford, Online Skills Program. Practical English Intermediate Plus students need + to consolidate and extend their knowledge of functional language. + to know what to say in typical social + to know what co say in le + to getused to listening to faster, more colloquial speech. The five Practical English lessons introduce and practise the language for more real-life situations, like, reporting, lost luggage, talking about house rules, or suggesting and agrecing a plan of action, The story line isa crime mystery that involves one of the main characters from the English File intermediate Practical English lessons, Jenny Zielinski, who returns to the UK and gets caught up in a kidnapping. The story follows on from English File Intermediate but is selfstanding, so iccan be used equally with students, who did not use the previous level, The lessonsalso highlight other key ‘Social English’ phrases such as fwish youwere here, I can't wait to get hack, Thanks for letting ‘me stay. The Practical English lessons are on the English File Intermediate Plus Class DVD, ‘Tator, and iTools Teachers can also use the Practical English Student's Book lass audio CD. Using the video provide change of focus and give the lessons clear visual context. The vido will make the lessons more enjoyable and will also help students to roleplay the situations, exercises with the Revision Intermediate Plus students need + regular revision. + motivating reference and practice material + asense of progt Incermed te Plus students need to fel they are reinforcing their knowledge and improving their kills. After eve ‘wo Files there isa two-page Revise and Check sectio The leftchand page revises the grammar, vocabulary, and. pronunciation of each File. The right-hand page provi scries of skills-based challenges, inctnding video interviews, and helps students to measure their progressin terms of competence. These pages are designed to be used flexibly according to the needs of your students. There are also short films available on the Class DVD and the Tutor for stucents towatch and enjoy. Students can also revise and consolidate after each lesson using the iTutor, and doing the Workbook exercises and accompanying Progress Tests on iChecker,10 Student's Book Files 1-10 The Student's Book has ten Files, Each Fileis organized Tike this: AandB lessons Each File contains two two-page lessons which present and practise Grammar, Vocabulary, and Pronunciation with a balance of reading and listening activities, and lots of opportunities for speaking. These lessons have clear references to the Grammar Bank, Vocabulary Bank, and Sound Bank ar the back of the book. Practical English Every owo Files (starting from File 1) there isa two-page lesson which teaches high-frequency, everyday English (¢ language for asking for permission and making requests) and social English (useful phrases like lm sorry can’t take ‘your call at the moment and It’sall such a mess) Integrated into every Practical English lesson isa motivating drama which can be found inthe English File Intermediate Plus Class DVD and on the Tutor. Revise and Check Every two Filks (starting from File 2) thereis a owo-page ng Grammar, Vocabulary, and Pronunciation of cach File and providing Reading, Listening, and Speaking Can you..? challenges to show students what they can achieve. There are also two videos in Revise and Check: (I) Inthe treet interviews which give students the opportunity to listen to and understand authentic, spontaneous language which is suitable for this level; and (2) short films that extend the Student's Book topiesand which are filmed specially for English File, The back of the Student’s Book ‘The lessons contain references co these sections: Communication, Writing, Listening, Grammar Bank, Vocabulary Bank, and Sound Bank, For students iTutor with iChecker For students to review after class or catch up on aclass they hhave missed, or to check their progress on Checker. iTutor - a digital companion to the Student’s Book + The audio from the main Student's Book lessons, including recordings ofthe reading texts + Allche audio for the Vocabulary Banks and the Grammar Bank examples + All che video for Practical English and Revise & Check + Links to the Students Site for more practice + Printable wordlists + Inceractive Sounds Chart + Allvideo and audio can be transferred to mobile devices + Tutor does not contain the songs or the surprise cendingsto stories or lessons. ichecker a digital companion to the Workbook + ForselFtesting new grammar, vocabulary, ec + Allauio from the Workbook lessons + A dictation exercise for every File + A Progress Check test for every File. Workbook For practice after class + Allthe Grammar, Vocabulary, and Pronunciation, and Practical English + Extra reading + Alistening exercise for every lesson + Pronunciation exercises with audio + Useful Words and Phrases + Audio for Pronunciation and Listening exercises (oniChecker) wailable with or without key Oxford Online Skills Program For students to develop and practise their kil. + Readingand Listening with exercises for every File + Writing and Speaking models and tasks for every File For students to learn and practise ‘the sounds of English. vidual sounds + Sounds in useful phrases + Speakand record Student's Site www.oup.com/elt/engtishfile + Extra practice of Grammar, Vocabulary, Pronunciation, and Practical English + Learning resources + Games and puzzles.For teachers Teacher's Book Detailed lesson plans forall the lessons including: + an optional books closed! lead-in for eve Tesson + Extra idea suggestions for optional extra activities + Extra challenge suggestions for ways of exploiting the Student's Book ‘material in a more challenging way if you have a stronger class + Extra support suggestions for ways of adapting activities or exercises to make them work with weaker students, Extraactivities are colour-coded so you can see at a glance what is core material and what isextra when you are plannin ind teaching your classes. Alllesson plans include keys and complete audio scripts. Over sixty pages of photocopiable activities in the Teacher's Book. bate A alts Grammar Communicative Vocabulary see pp.138-159 sce pp.160-190 sce pp-191-205 + Amactivity for every + Extra speaking practice + Extra practice of new (Grammar Bank, which forevery A and B lesson vocabulary, forevery canbeusedinclassor for. sNocut"alternativesta Vocabulary Bank self-study extra practice reduce proparationtime, + An Activation section tohelp students use the new language in class. iTools- bring your Test and Class DVD classroom to life Assessment Practical English + The complete Student's. CD-ROM. + Aunique teaching, Book, Workbook, : vvideo that goes with the Quick Test For every File + AFiletest for every 4 and Teacher's Book (photocopizbles) onscreen Practical English lessons inthe Stucent’s Book, Inthe street + Shortinterviews filmed inLondon, New York, and Oxford University File covering Readingand + Interactive activities forall Grammarand Vocabulary Banks + Allclass aio (including ing + AnEntry Test, two Progress Tests, and an End-of course Test incruitesrps tAaitBoerionsofal— heRevneand Cesk ets s + Audioforall he Short film Listening tests. ‘+ Short documentary film forstudemtstowatch for PowerPoints, and Class Audio CDs pleasure after the Revise Vocabulary flashcards.» Allehelisteningmaterials 48¢ Chetksection for the Student's Book. Songs see pp.206-219 + Asong for every File + Provides the Iyrics of the recorded song with task todo before, during, or after listening. ) Teacher's Site www.oup.com/elt/teachor/ english + Extra digital ideas, teaching resources, and support. coy8 pronouns V working out meaning from context P vowel sounds LA Why did they call you that? Lesson plan In this first lesson, the topic of names pro Ststo getto know each other, revise sounds, and practi basic reading and listening skills. The vocabulary focus is ‘on working out meaning from context, and the grammar focusis on pronouns. ‘context for Sts begin by talking abourtheir names. Next, they listen to four speakers talking about their own names. Thisis| followed by a pronunciation focus on vowel sounds through common British names and surnames. The pronunciation focus can also be used to introduce the sound pictur system to Sts who have nor previously used English File. Sts then read an article about the way people's names can have an impact on their lives. This reading activity also includes strategies for gu first part ofthe lesson ends with a questionnaire about names, and the song Rio, sing new vocabulary from context. The The second half ofthe lesson is about brand names. Sts listen to a radio programme and find out the origin of some common brand names. This leads into a split rea about the names of two popular technology products. The grammars then presented through extracts from the text The lesson ends with a speaking activity in which Sts read descriptions of new inventionsand together come up with names for the products. Thereis an Entry Test on the which you can give the Sts before the course. sTupY Ma + Workbook 18 + iTutor + weww.oup.com/eltenglishfile Extra photocopiable a + Grammar pronouns p.140 communicative Talk for a minute p.168 instructions p.160) jong, Rio p.210 [instructions p.206) /ww.oup.cam/elt/teacher/englishfile Optional lead-in (books closed) + Write your full name on the board, ¢.g. orn ritttir smrr, and elicit thar this is your full name. Then elicit char: — Johnis your first name; ~ Philip is your middle name; ~ Smith is your surname (oralso family name or lastname), + Ifyou don'thavea middle name, you could either invent ‘onc or use celebrity's name st and Assessment CD-ROM, SPEAKING & LISTENING Books open. Focus on the words in pinkand make sure Stsunderstand them. Put Sts in pairs (preferably face to face) and get them to use the prompts to tell each other about their names. Get feedback from different ps opportunity to learn Sts’ names. s, and use this asan Extra challenge + Get Sts to ask each other follow-up questions, e.g Why do | did they call you that? How did you get that nickname? (23) ‘Tell Ststhey are going to listen to four people talking about their names. Focus on the instructions. Now play the audio. Get Sts to compare with a partner, and then check answers. Extra support + Before playing the audio, go through the listening ipt and decide if you need to pre-teach / check any new lexis to help Sts when they listen, 2 Seany 3 James v 2 Deborah 4 Philippa v @2)) (criptin Student's Book on 122) T=interviewer,5= Sean, D = Deborah, = James, P= Philippa 1 1 Excuse me? Im doing a survey. Cant ask you some ‘questions about your name? oK. 50, what's your name? Sean Gibson. icthat SEAN or SHAUN? SEAN, ‘Why di your parents call you that? Ithink im named after the actor Sean Connery, who played James Bandin the BOs, He was very famous atthe tine ‘when was born, Doyeunave anickname? ‘Actually, at schoo they used to call me ‘Brains. Um, it was meant fo be ajoke,Ithink, because! wasn't a particularly ‘good student And are younappy with your name? Mmmm, {ke it was usally the only Sean at school, which Ithink was quite a good thing. But people findit quite ifficuit to spell, especialy s there ae two possible spelings, and most foreign people find realy cifficult to Would you ike to change t? No, ideinitely woulant change So, what's your name? Deborah Isthet with an hat the end? Yes, DEBORAH, ‘Why di your parents call you that? An, mactually named after the hospital where was born, Deborah Hospital in New Jersey ~near New York. My dad ‘thought of that Do yauhave anickname? No, but everyone calls me Debbie or Deb, 2re you happy with your name? Not realy.‘Would you tke to changeit? Idor't Know When was tte | renamed myself Aprit and ‘then Caroline, but now dont ike those names ether a 1 So,what' yourname? J dames. 1 Isthat spettin the usual way? J Yes, AMES, 1 wry cid your parents call youthat? J. tmnot sure. {think they ust iked the name..m not named after anyone or anything lke that Do younava a nickname? J Not exactly. At university some of my friends called me dm for short, out aie ke very much 've always introduced myself as Jaimes. ‘Ace yourhappy with your name? Yes. ve always ket, ‘Would you tke to change it? No. cart imagine being called something cifferent, Sut Idor't thik teally matters arynay -aname isjust a So, what's your name? Philippa. How do you spetit? PH EPA. ‘Whi did your parents cal you that? My parents are Scottish, but they were ving in England ‘when| was bor. They heard the name Philippa ~itisrt common name in Scotland and they decides that they ikea 1 Do youhave a nickname? Well, when was groning up everyone called me Pippa for short, which dignt ke at all 1 Ate you happy with your name? PIhatedit when was growing up because it was different. And not one single person spel tight! But now Idon"t mind't, because Rt abit different, 1 Would you tke to change it? _ Noyllke for me, Tell Sts that they are going to listen to the four speakers again and that this rime they must write down in note form the answers the speakers give. Play the audio, pausing after cach speaker to give Sts rime to write Get Sts to compare with a partner, and then check 1 Sean 1 He was named after the actor Sean Connery, who played James Bond in the 605, 2. Hishickname was Brains’ at school, 3 He likes his name and definitely wouldn't change it. 2 Deborah 1. She's named after the hospital where she was born. 2 She's called Debbie of Deb for short. 3 She isnt really happy with her name. She tried changing it when she was little but doesn lke the ‘names she chose either. 3 James 1 He thinks his parents just liked the name. 2 He was called Jim for short at university. 3. He's always Uked his name. He wouldnt change it. 4 Philippa 1 Her parents tiked it because it was an uncommon, 2. She was called ippa for short when she was young. 3 She hated it when growing up, but naw it's OK. she wouldrit change it. Extra support + Ifthere’stime, you could get Ststo listen again with the script on p.122, so they can sec exactly what they understood / didn’t understand. Translate / exp! any new words or phrases. 1A Do this as an open-class activity and tell Sts how you feel about you name. Alternatively, you could get Sts totalk in pairs. Extra idea + Ask Sts ifthey know what their name is in English, and if they like it better than in the language. PRONUNCIATION vowel sounds Pronunciation notes ‘+ Many Sts find it difficult to pronounce common British names, often because of vowel sounds which don't exist in their L1 ‘This exercise will remind Sts who have used. English File before of the sound picture system. Ifyour Stsare new to the scries, you will nced to explain that the sound pictures show the phonetic symbols, and givea clear example of a word with the target sound to help them remember the pronunciation of the symbol. 3) Focus on the eight sound pictures and cic che words and sounds. You many w nd Sts that ‘evo dots in the phonetic symbol show a long sound, and two symbols together show a dipthng. Now focus on the instruction fish ty (short) tree try (long) cat ket! (short) horse iho (long) eg ea (short) ‘rain trem (long diphthong) phone aun! (long diphthong) bike hank (short diphthong) nnd the first names. Play theaudio once, pausing after cach group. Give Stsa few moments in pairs to find the odd one ut ineach set of four names, Remi ki a xl Sts thar this easier ifthey say the words aloud to dof exercise Check answers ‘See words in bold in script 1.3 1 asi) fish Chis, Bl, Olivia, Brian "bean! freeliy Pater, Stove, Emily Pel Ev cate’ Alex, Adrian fern, Andrew, Ann horses’ Sean, George, Paula, Charlotte ‘fla! egg) Adele, Ben, Leo ia, lessica fran! Samfaem,Grace, James, Kat phone su’ Tony, Joe, Robert abou, Sophie Dike Ryan, Liam ‘tka, Michael, Simon Focus on the instructions. Give Stsa few minutes in pairs to decide which are men's names, or both. Check answers. Which are short for another name? Chris B (short for Christopher M or Christina / Christine / Christobet W), Bll M (short for Wiliam), Olivia W, Brian M. Pter M, Steve M (short for Stephen / Steven} Emily W, Eve W (also short for Eva / Evalyn) Alex B (short for Alexander M or Alexandra W), Adrian M, Andrew M, An W ‘Sean M, George M, Paula W, Charlotte W1A 5 Adele W, Ben M (short for Benedict / Benjamin), LeoM (Ghort for Leonard / Leonardo), Jessica W © Sam (short for Samuel M or Samantha W), Grace W, James M, Kate W (short for Catherine / Katherine / kathryn) 7 Tony M (short for Anthony / Antony), Joe M (short for Joseph, Robert M, Sophie W. 8 Ryan M, Liam M, Michael M, Simon M € Tell Ststo go to the Sound Bank on p.166. Explain that here they can find all the sounds and their symbols and also the typical spellings for these sounds as well as some more irregular ones Go through the words and spelling for the sounds Sts have focused on in t Extraidea Get Sts to suggest one more first nameand one more surname for each sound, _ Focus on the instructions and the surnames. Give Sts few moments in pairs to decide how the surnames are pronounced, 4)) Play the audio once for Ststo listen and check Check answers @) ‘Ada edo Mason rein! Evans van atay mat Hamson Pre Tajo tao! Sonnson some” Water Pesta! Sones pone! wig stuyOna * Sts can practise these sounds on the iTutor and on the English Fle Intermediate Plus website. 3 READING & VOCABULARY working out meaning from context a. Focuson the instructions. Askthe question to the whole class and elicit opinions. !Do not ask Stsif their own name ishelping or hurting them as they will do this later, b_ Focuson the instructions and make sure Sts ‘understand all he lexis in the headings. Extraidea + Acthis point you might want to explain to Sts or remind them that when they read a new text in English, they should fist: ~ Read the text quickly to get the overall meaning and find out how its organized ~ Read it again more slowly to understand it in detail + Itcan be difficult to know how long to give when you me limit for reading as some Sts are slower readers than others. Itis important for Sts to realize that slower readers are not worse readers; in fact, n what they have read better than fast readers. We suggest that you talk about this with your Stsand askif they are fast or slow readers when they read in their L1. Then set a time limit to suit the ice readers. Tell the fast readers if they have finished already, to go back to the beginning, and ‘encourage very slow readers to try tospeed up a litte. they often ret: Extra support + Before Sts read the article check it for words and phrases which your Sts might not know and be ready to help with these (but nor the highlighted words). Seta time way through. ic for Sts to read the article once all the Now give Sts.a few minutes to insert the headi above the correct paragraphs. There is one extra heading, Get Ststo compare their answers witha partner, and then check answers, Focus on the footnote about Sue Yoo and go theough it with Sts. ac 26 38 4A Tell Sts to read the article again and answer questions 1-5 witha partner, Seta time limit, Check answers. 1. People called Elizabeth are seen as the most successful Sophie as the most attractive, and Ann as less successful, less lucky, and less attractive. 2. Names that are considered attractive (eg. Sophie ‘and Ryan) or first names beginning with the letters A or Bfintheus). {2 Ella sounds ike the beginning of electrician, and people are often attracted to,obs that sound like their names. 4. Some employers prefer applicants with ‘normal= sounding names,s0.an unusual name might bea disadvantage. 5 Youshould have ‘positive initials, lke LOY. or FUN. Focus onthe Guessing the meaning of new words and phrases box and go through it with the class Use one of the highlighted words from the article as example eg scale. We know it’sa noun because a comes before it;the explanation that ‘geadesare given onascale from A (excellent) to D (poory'helpsus understand the meaning (= differentlevels or numbers to measure something). Ifnecessary, goto step 3nd guide Ststo find the best definition ictionary for the word as used in the sentence. Now focus on the other highlighted words and phrases in the article. Get Sts to work out their meaning in pairs orsmall groups, Monitor and help, encouraging Ststo use the techniques you have just discussed ‘survey Ssarver ely anktit rank fren! Researchers fnstfae! Overall /sovor'l! evidence Pevidans! beyond ional! the average ievinly, ‘sale /skell Now get Sts to match the highlighted words with definitions 1-9. Ask Sts how they think each word is pronounced and. where the stress ison words with more than one syllable. 5}) Play the audio for Ststo listen and check. Get, Ststo underline the stressed syllable. Check answers by writing the words on the board and asking Sts which syllable should be underlined. See underlining in script 1.5@s)) Researchers 6 anc fvdence 7 ikety ‘suvey 8 Overall ‘ie average 9 beyond scale sal with any other new vocabulary and encourag towrite down any useful new lexis from the text. Get Sts to answer the questions in pairs or in small groups. Tell them to give reasons to explain their answers, encouraging them to link their responses to the information in the article, where possible. Get feedback from individual pairs or ask the whole class. You could also tell them about yourself. Extra idea + You may want to ask Sts the following questions: 1 Inyour country what names do you think might be perceived as...? a successful b lucky ¢ attractive d less desirable 2 Are there any names in your language which sound like jobs? Do you know anyone whose name sounds like their job? 3. Doyou know anyone whose ornegative word? als spella positive SPEAKING Focus on the photo. Ask Stsifthey know the children’s names (in order of age: Maddox, Pax, Zahara, Shiloh, Knox, Vivienne) and what they think about the names ~ strange? interesting? Sec if they know any unusual names of other eclel good idea to give children such unusual names and why (not)? Now focus on the What's ina name? questior and make sure Sts understand the questions. cit cxamples of old-fashioned and unusual names and write them on the board. Put Stsin small groups and seta time limit. Get them, to decide on answers to the questionnaire, giving as much detail as possible. Monitor and help. When they have finished, get some feedback Extra support + Get Sts to ask you one or two questions first. {6)) SONG gio? This song was originally made famous by the En pop-rock band Duran Duran in 1982. For copyr reasons this isa cover version. If you want to do this song in class, use the photocopiable activity on p.210. eo) io Moving ante fear now babe youre abe of parade Gherryice cream sitet suppce t's vey nce Wit 2 stop to you oft and afk to te rig you catch that mirror way out west ‘Youknow youre something special and you look tke youre thevest 1A Her name i Rio and she dances on the sand Just lke that river twisting through a dusty and [And wen she shines she really shows you all she can Ch Ro, Riodance across the Rio Grande Ive seen youn the beach and ve seen youon TV Two ofa pilion stars itmeans so much fo me Like abirthay ora pretty view But then im sure that you know is just for you Her name is Rio and she dances on the sand Just ike that river twisting through a dusty land [And when she shines she realy shaws you all she can (Oh lo, Rio dance across the Rio Grande Hey now, look at that dd she nearly run you down? [At fhe end othe dive the lawnen ative You make me feel ave, ave, alive Fittake my chance cause luck san my side or something [know what youte thinking, tell you something, | know what youre thing Her name sR, she don'tneed to understand ‘And might find her i'm looking tke can (Oho, iohear them shout across the and From mountains inthe north down to the Rio Grande Dodo dodo, ete. LISTENING & SPEAKING Focus on the photos of the brands and the task. Elicit answers from the class. Model and drill the pronunciation ofthe brands as necessary Extra idea + You could ask Sts ifthey have any ideas how the ‘companies got their names. Don’etell them ifthey're right yet ‘Samsung rexmsary makes electronic products Nike Mnatkid makes trainers and sportswear Sony rssoni/ makes electronic products Google Paul makes internet-related services and IKEA /afkiy makes ready-to-assemble furniture ©7)) Focus on the instructions. Tell Sts they are going to listen toa radio programme about the five brands, they have just discussed. Play the audio once the whole way through for Sts just to listen. Now play theau the questions. again for Ststolisten and answer Check answers. 2 Nike 4 Google 2 KEA 5 Sony 3. Samsung @7) (Script in Student’s Book on p.122) = Interviewer, = John ‘Good afternoon. This is Uncommon Knowledge, the programme that looks at everyday things trom unusual ingles: Today were talking ta the Creative Director of @ company that names companies and products. Welcome, John. J) Helo, Saran 1 Now, tellus How do companias choose their names? Are they usually named after the people who start them? J. Well sometimes, Many companies ae named after thelr Tounders, for example the Sweaish Turiture company IKEA, Theft two letters in IKEA the T ang the K~ are the inital of Ingvar Kamprad, the company's founder.1A | Andwhat about the last two letters the © and the A?” What do they stand for? J The'E'is fr Elmtarya, which is the name of the farm where: Ingvar Kemprad grew vp. 1 Andthe'®”” J. The’A'is for the name of avillage near his hometown, called Agunnaryd.m not quite sure exactly why this vilage was important to him, out obviously it was. | Talways assumed that ikea was a Swedish word with some sort of special meaning, J. AlnIm afraid not. But many other companies choose ames which have specific meanings. For example, Samsung, the big Korean electronies compary. 1 What does Samsing mean? J. inkorean, Samsung means ‘three stars. The name was Chasen back inthe year 1938, and at that time three stars was the most impressive rating that people could imagine ‘orhotels and things like that. 1 Spiftheyastarted the company today they would have probably hove calle five tars whatever thts J. Absolutly. In any case the company was very different ints early days. For instance, inthe beginning, In 1938, Samsung wasrit an electronics company, I was @ company which said fish vegetabias, and frult te China. it didnt Start selling electrons unt the 1970s, 1 Ohrealy?taidnt know that. J. And another brand name with a special meaning is Nk, the American company whichis famous fr its trainers and sports clothes | TThink iknow this one, Nike ls the Greek goddess of victory. Isthat ight? J Yes, thats right. What's interesting is that Nke' wass't ‘the company's orginal name. When ft started in 1964, fs original name was Blue Ribbon Sports. They changed thelr name to Nike 2 few years lator in 1971 1 Very ntoresting J. Yes: And ancther company with aninteresting name Is Sony, the Japanese electronics company, Seny isa combination of sorus, the Latin word for Sound, and ‘Sonny, an American slang term that means boy! 1 Sound’ plus toy J. That's ght. They chose it because it has an interesting, meaning ants easy for paople allover the warld to pronounce Obviously that's an important thing for business name, 1 Onemore question, thistime about the American intemet company, Google. The name has something toda with hhumbers thins. J. That's right. ‘Googor is a word fora very large number: one followeaby 100 zeros, 1 Really? Thats quite hard to visualize! J Themname shows that there sa huge amount of information antine, an you can find it allby googling. 1 Yes.ttsareally goodname fora search engine J. Yes, indeed, Now, of course, the speling is different, ‘Google’ the company i 6-0-0.6-LE, but the number is PeledG-0-0.604 Bt that's where the name comes 1 Fascinating, Thanks very much fr speaking with us this afternoon, J. You're very welcome. Focuson the instructions and make sure Sts understand the questions. Now tell Sts co listen again and write down answers to cach question. You could pause after each question isanswered to give Sts time tomake notes. Play again ifnecessary. Get Sts to compare with a partner, and then check 1. They stand for the initials of Ingvar Kamprad, KEA'S founder 2 Samsung originally sold fish, vegetables, and fruit to China, ‘3 Nike's original name was Blue Ribbon Sports. 4 They chose Sony because ithas an interesting meaning, {@ combination of 'sonus; the Latin word for sound’, and ‘sonny, US slang for'boy)) Also, its easy for poopie all over the world to pronounce. 5 Google’ the company is spelled G-0-0-6-L4, but the number {where the name comes from) is spelled 00601 Get feedback on what Sts found surprising about the brand names. Extra support If there's time, you could get Sts to listen again with the seript on p.122, 0 they can see exactly what they understood / didn’t understand. Translate / explain any new words or phrases Focus on the photos. Elicit from the class the names of the two products and write them on the board. the iMac and the Kindle Now ask ifanyone knows how the rwo products gor their names, but don‘ ell them if they're right yet. Tell Sts to work in pairs, A and B. A reads How was the Kindle named?in the main lesson on p.6.B reads Communication How was the iMac named? on p.l04. Give Sts time to read their texts and to find the answers to 1-4. Ask them to underline the answers in the text or jot down brief notes. Ask the Asto startby telling the Bs about the Kindle, using the answers to questions 1-4 to help them remember important details. The Bsthen tellthe As about the iMac, using the answers to questions 1-4 to help them remember important details. When the activity finishes, get some feedback. Ask Sts ifhey thought the stories were interesting and whether they learned anything new abouc the products. Finally, ask how many Sts have, orhave had, a Kindle or an iMac. Tell the Bs to go back to the main lesson 1A on p.6 Focus on the three groups of questions. In pairs, Sts ask and answer the questions, giving as much information as possible. Monitor and help with any vocabulary. Get some feedback from various pairs, Extra support + Demonstrate the activity by answering any of the questions you can yourself (e.g, Rolls-Royce cars ‘were named after the founders Charles Rolls and Henry Royce), GRAMMAR pronouns Focus on the instructions and get Sts to do the task individually or in pairs. Remind Sts to look back at the texts in 6 ifthey aren’t sure what the pronoun refers co. Check answers, Bez0s him = Cronany he 2 them = Amazon's customers 3 it=anewnameb 8)) Tell Ststo go to Grammar Bank 1A on p.132. Ifyour Sts have not used the English File series before, explain that all the grammar rules and exercises are in this part of the book. Focus on the example sentences and play the audio for Ststolisten tothe sentence rhythm. You could also get Sts to repeat the sentences to practise getting the rhythm right. Then go through the rules with the class. Additional grammar notes + The Additional grammar notes in this Teacher's Book aim to add more information to the notes and rules onthe Grammar Bank pages in the Intermediate Plus Student’s Book where necessary. There isa direct link between the number of cach rule in the Teacher's Book and the Student's Book. Ifthere isno extra information about a rule in the Teacher's Book, thisis cither because we assume that Sts at this level should already know itor because all the information needed is on the Student's Book page. “The Grammar Bank rules section usually begins with Revise the basies showing what Sts should already know, in this ease the forms of al pronouns and basic rules. ‘The examples on the audio and the rules are grammar which is either completely new (asin this case), or grammar which is complex in form or use and needs thorough recycling At his evel Sts will have metal ofthe pronoun forms bur may noc have revised them sin Elementary level. Nevertheless, mistakes in this area tend to persist. Itisalsoan area where many common errors persist, especially confusing the third person pronouns he j she | they. direct | indirect object pronouns and word order + rule 1: Emphasize that we leave out the preposition ifthe indirect object isa noun and comes before the direct object, e-g. I gave him my addressNOT fgavetorhinemy address: ! Remind Sts that pronouns are not usually stressed in sentences except for emphasis. ! Highlight that the indirect object usually answers the question ‘to whom?’,e,Igaveit to him. The direct objectanswers ‘what?’,eg. gave my phone number to him. | Lgaveit to him. Typical mistakes include: — mixing up subject and object pronouns — making possessive adjectives and possessive pronouns plural (rersbooks} Fhose books are incr) — problems with word order (Wesentterthemrit: | We bought forkers new laptop?) — Ieaving out pronouns as subjects (Is fohn in class? Novisatwork) Focus on the exercises and get Sts to do them individually or in pairs 1A Check answers, getting Sts to read the full sentences. 1 She, her 6 our ours 2 your, mine 7 my, yours 3 thei, hers 8 us, her 4 her, me 9 him, his 5 them, theirs 20 Its, its b 1 Theysentit tome. 2 Igave them to my girfiend. 3 She found them for me. 4 Mysister wrote them tome, Swill you lend it to him. 5 Myson made For me. 2. they coulde’t show it to us. 8 We didrt buy it for ur daughter. 9 Ivead it tothe children, 10. A ricnd at university sole them to me. to go back to the main lesson 1A. Extra support + Ifyouthink Sts need more practice, you may to give them the Grammar photocopiable a at this point or leave it for later as consolidation or 1) Focus on the inseructionsand examples. Explain (or show on the board) that first they will hear sentence, then they have to changeit. Play the first sentence in the auclio and elicit from Sts what they have just heard. Then elicit the new sentence from the whole class Play the rest of the audio, pausing after each sentence for Sts to listen and say the sentence. @a») 1. Glveme the book. (pause) Giveit tome, 2 Giveher the shoes. (pause) ‘Give them to ne. 3. We gave him tne present. (pause) We gave it to hin, 4. Bring me the papers. (pause) Bring them tame. 5 Illgive them tne information. (pause) Tiigive it ta them. 6 Did you gve her your number? (pause) Did you give it ther? 7. She dirt send me an email. (pause) She didnt sendit to me, He cant give us the detats. (pause) He cat give them tous Repeat the activity for extra practice, this time getting, individual Sesto respond, Extra support + As ts isten, pause the audio at the beep ifthey need more time. Focus on the task, Put Stsin pairs and tellthem to take in turns talking about couple they know, using the suggested topics and anything else they think is interesting. Focus on the example and remind Sts to use he | his / him when talking about a man, and she [ ther [hers when talking about a woman. Monitor and help, encouraging Sts to use the appropriate prone Get some feedback from the class.1A Extra support + Demonstrate the activity by telling Sts a little about a couple you know. Extra challenge + Ger Sts toask each other follow-up questions, ¢.g How did you meet them? 8 SPEAKING a Focuson the pictures and the advertisements, and go through them with Sts, cliciting / explaining any words Stsdon't know, Make it clear that these are invented. products that could be in widespread use at some time inthe future, Give Sts some time to think about the products, then get them to talk to partner about which products, any) they would like to buy. Tell them co give reasons why [why not Extra support + You could de this as an open-class question. b_ Focuson the instructions. Put Stsin pairsor small groups and tell chem to imagine they work for an advertising company and have to think up exciting names forthe three products. Encourage Sts to discuss the topics inthe list. € Focuson the taskaand on the Making suggestions, Accepting, Rejecting box and go through it with the class. Sta time limit and get one person in cach pair oF group toactas'secretary’, writing down all the possible ideas for names. Monitor and help, encouraging Sts to use expressions from the box. d_ Now tell Sts to decide, names for each product. pairs or groups, on the best Now get each pair or group to tell another pair or group the names they have chosen, using the example asa model. Ask them whar they think of the other Sts" Finally, elici all the names onto the board and have a ‘lass vore for the best name for each produc.6 acjectives V adjective suffixes P word stross True colours Lesson plan The main topic of this lesson is colour. Sts startby taking. acolour personality testand reading the results, which revises some adjectives of personality covered in English File intermediate. They then focus on word building with adjectives and suffixes, and this is followed by pronunciation focus on word stress in adjectives. Next, Sts listen and react toan interview witha woman who changed the way she dressed after having a professional colour analysis done. The second half ofthe lesson begins with the grammar focus which is on adjectives, revising basic rules and extending Sts’ knowledge of comparative and superlative adjectives, together witha focus on the use of one | ones Next, Sts read and discuss an article about a well-known British paint company which is famous for the unusual names of its colours. This leads into-a speaking activity where Sts discuss their own colour preferences. This lesson ends with Sts talking and then writing about their favourite room at home. sTupY Oa + Workbook 18 + iTutor * iChecker on Tutor ++ wvww.oup.com/elt engi Bin “= Grammar adjectives p.14t ‘+ Communicative Good, better, best p.169 instructions p.160), += Vocabulary Adjective suffixes p.194 instructions p.191) + www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) + Revise adjectives of personality by doing this quiz orally with the whole class Ask: What do you call someone who... — is caring and loving? affectionate) — isn't confident about himself herself? (insecure) ~ refuses to change his | her opinion? (stubborn) — tries hard to be better than others? (competitive) ~ isgiven everything he | she asks for and often behaves badly? (spoilt) Model and drill the pronunciation of any adjectives your ‘Sts are having trouble with. 1 VOCABULARY adjective suffixes a Books open. Tell Sts to look at the title ofthe lesson True colours and elicit its meaning asin Isee your true colours (= sce someone's real character for the first time). Now focuson the instructionsand the eight colours, oon the page. Tell Sts to take the Colour personality test idually. They should do this task qui them tocompare with a partner. Get feedback froma few pairs of Sts Extra idea + Get Sts to vote with a show of hands for the most and least popular colours. Now tell Sisto go to Communication Colour and personality on p.104 and read the results of the test. Focus ona, Tell Sts to read about the colours they chose for first, second, seventh, and eighth place and tounderline the points they agree with. Do not ask them about theie results yet, as they will be discussing these at the next stage. You might wantto tell the class that this activity is based on the famous Max Lalscher colour test. Now do b, Focus on the Talking about findings and results boxand go through it with the class. Get pairs to take turns to tell each other about their results and say which ones they agree or disagree with and why. Monitor and encourage Sts to use the expressions in the box and to ask each other follow-up questions, Tell Ss to go back to the main lesson 1B. Focus on the instruct us a partner to complete the adjectives with the correct suffixes and to say what people with these qualities are like. ions. Tell Sts to work Check answers. ‘moody: happy one minute and sad the next, and often bad-tempered restless: unable to stay still or be happy where they are, because they bored orneed a change selfish: care only about themselves and not about other people Sensitive: canbe easily hurt or offended sociable: enjoy spending time with other people Tell Sts to go to Vocabulary Bank Adjective suffix on p.l52. Focus on 1 Describing people and the Word endings for adjectives box. Go through the explanation with the class, You might want to highlight that -able means can (be), e-g-enjoyable = can be enjoyed, 2 that -ih can mean ‘almost’ or sort of ,e-. greenish something like grcen; or itcan mean ‘in the manner of, 6g, foolish = like a foo! Now tell Ststo doa individually orin pairs. Give them time to write the adjectives inthe chart, and then compare witha partner.