Christina Lcitham-Koenig Clive Oxenden PaulSeligson with Anna LOwy Rachel Godfrey 8eatriz Martin Garcfa Kate Mellersh OXFORD 1 www.majazionline.ir Christina Latham-Koenig Clive Oxenden PaulSeligson with Anna LOwy Rachel Godfrey 8eatriz Martin Garda Kate MeUersh ENGLISH FILE Pre-intermediate Teacher's Book Paul Seligson and Clive Oxenden are the original co-authors of English File 1 and English File 2 OXFORD UNIVERSITY PRESS www.majazionline.ir Co 4 Syllabus checklist 8 Introduction • What do Pre-intermediate students need? • Study Link • Course components Student's Book Files 1-12 Back of the Student's Book • For students iTutor Workbook Online workbook iChecker Online skills Pronunciation App Student's web site • For teachers Teacher's Book iTools Test and Assessment CD-ROMs Video Class audio CDs Teacher's website 12 Lesson plans 158 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 www.majazionline.ir ... 4 A Where are you from? 6 B Charlotte's choice 8 C Mr and Mrs Clark and Percy 10 12 A Right place, wrong person 14 B The story behind the photo 16 C One dark October evening 18 20 A Plans and dreams 22 B Let's meet again 24 C What's the word? 26 28 A Parents and teenagers 30 B Fashion and shopping 32 C Lost weekend 34 REVISE AND CHECK 3&4 36 A No time for anything 38 B SuperLative cities 40 C How much is too much? 42 44 A Are you a pessimist? 46 B I'll never forget you 48 C The meaning of dreaming 50 REVISE AND CHECK 5&6 4 Grammar word order in questions present simple present continuous past simple: regular and irregular verbs past continuous time sequencers and connectors Vocabulary common verb phrases, spelling and numbers describing people: appearance and personality clothes, prepositions of place holidays preposit ions of t ime and place: at, in, on verb phrases be going to (plans and predictions) airports present continuous (future arrangements) verbs + preposit ions e.g. arrive in defining relat ive ctauses expressions for paraphrasing: like, for, example, etc. present perfect + yet, just, already present perfect or past simple? (1) something, anything, nothing, etc. comparative adjectives and adverbs, as ... as superlatives (+ ever+ present perfect) quantifiers, too, not enough will / won't (predictions) will / won't (decisions, offers, promises) review of verb forms: present, past, and future housework, make or do? shopping adjectives ending -ed and -ing time expressions: spend time, etc. describing a town or city health and t he body opposite verbs verb + back adjectives + prepositions Pronunciation Speaking Listening Reading vowel sounds, the alphabet Common verb phrases: home and family,job/studies, free time final-si -es 101 and 13:/ regular verbs: -ed endings sentence stress word stress sentence stress and fast speech sounding friendly Do you have a friend who is looking for a partner? Describing a picture Your last holiday Talking about photographs Charlotte's two dates David Hackney's Mr and Mrs Clark andPercy Mia and Linda The jmage that cost a fortune The story of Hannah and Jamie When Hannah met Jamie Three travel plans Facebook friends Who knows you better - your mother or your best friend? The place is perfect, the weather is wonderful A moment in history We were there! Top airports in the world Flight details pronunciation in a dictionary What's the word? TV game show 900 new words in 3 months Ijl and Id:>' cand ch lel, I<IUI, and lA! sentence stress word and sentence stress IAl, lu:/, lall, and lel '1/, won't word stress: t wo-syllable verbs the letters ow Present perfect questionnaire Last weekend Spending time Teenage carers Teenagers have annoying habits - but so.do their parents Have you ever bought something The style interview that you've never worn? Sven's weekend What did you really do at the weekend? Expert advice Shoe shops discover matching crimes We're living fast er, but are we living better? AU capital cities are unfriendly - Three tests in London or are they? All capital cities are unfriendly - or are they? Diet and lifestyle questionnaire Radio programme - Lifestyle Everything bad is good for you Are you a positive thinker? Radio programme - Positive thinking A pessimist plays a pessimist I'll never forget you Revision questionnaire Understanding your dreams 1'1\ never forget you Dreams Can music really make you run fast er? 5 I 1 Grammar Vocabulary 52 A How to ... uses of the infinitive with to verbs + infinitive: try to, forget to, etc. 54 B Being happy uses of the gerund (verb + -ing) verbs + gerund 56 C Learn a language in a month! have to, don't have to, must, mustn't modifiers: a bit, really, etc. 58 ~--------~------~--~--------------------~~----- 60 A I don't know what to dol 62 B If something can go wrong •... 64 C You must be mine 66 REVISE AND CHECK 7&8 68 A What would you do? 70 B I've been afraid of it for years 72 C Born to sing 74 76 A The mothers of invention 78 B Could do better 80 C Mr Indecisive 82 REVISE AND CHECK 9&10 84 A Bad Losers 86 B Are you a morning person? 88 C What a coincidence I 90 92 A Strange but truel 94 B Gossip is good for you 96 C The English File quiz 98 REVISE AND CHECK 11&12 100 Communication III Writing 118 Listening should if + present, will + infinitive (first conditiona!) possessive pronouns if + past, would + infinitive (second conditional) present perfect + for and since present perfect or past simple? (2) passive used to might expressing movement word order of phrasaL verbs so, neither + auxiliaries past perfect reported speech questions without auxiliaries 126 Grammar Bank 150 Vocabulary Bank get confusing verbs adverbs of manner animals phobias and words related to fear biographies verbs: invent, discover, etc. school subjects word building: noun formation sports, expressing movement phrasal verbs similarities verb phrases say or tell? revision 164 Irregular verbs 166 Sound Bank Pronunciation weak form of to, linking the letter i must, mustn't /0/ and /u:/, sentence stress linking sentence rhythm word stress sentence stress word stress, h:/ IJI, -ed, sentence stress used to I didn't use to diphthongs sports linking sentence stress, 161 and /fJI contractions: had I hadn't double consonants revision Speaking Singing and being happy Have you ever ... ? What's the problem? What would you do ... ? Questionnaire revising tenses Talking about an older person Passives quiz Did you use to .. ? Are you indecisive? Listening Nigel's first meeting Singing school Language tests Radio programme - What's the problem? Holiday couple survive seven natural disasters Girl continued Three phobias Top Sounds Radio programme - Inventions Memories of school Reading How to Survive Meeting Your Girlfriend's Parents for the First Time I will survive (in Spanish) ... or will I? Too macho to talk? It always happens Girl by O.Henry Why are the British so bad at learning languages? Would you know what to do? Scared of spiders. Take this pill. like father like son Did you know ... ? Is too much choice making us unhappy? Dolphins save swimmers from a shark attack Sport - you love it or you hate it Bad losers? Phrasal verb questionnaire Early bird! True sentences Facebook coincidence And finally .. An anecdote Rosemary and Iris General knowledge quiz News round the world Here's a secret: Gossip might be good for you Heart couple's amazing coincidence 7 Introal;lction Our aim with EnBlishFile third edition has been to make every lesson better and more student- and teacher-friendly. As well as the main A, B, C Student's Books lessons, there is a range of material which can be used according to your students' needs and the time available. Don't forger: • the Practical English video and exercises (also available on class audio) • the Revise & Check pages, with video (also available on class audio) • Photocopiable Grammar, Vocabulary, Communicative, and Song activities STUDYI!m3 iTutor, Workbook (print or onJine) iChecker, Online skills, 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 ways of exploiting many of the Student's Book activities depending on the level of your class. We very much hope you enjoy using EnBlish File. What do Pre-intermediate students need? Pre-intermediate students are at a crucial stage in their learning. Students at this level need material that maintains their enthusiasm and confidence. They need to know how much they are learning and what they can now achieve. At the same time they need the encouragement to push themselves to use the new language that they are learning. Grammar, Vocabulary, and Pronunciation At any level the tools students need to speak English with confidence are Grammar, Vocabulary, and Pronunciation (G, V, P). In EnBlish File thil'd edition all three elements are given equal importance. Each lesson has clearly stated grammar, vocabulary, and pronullciation aims. This keeps lessons focused and gives students concrete learning objectives and a sense of progress. Grammar Pre·intermediate students need • clear and memorable presentations of new structures • regular and motivating practice • student-friendly reference material. .~-.---. . _-- - ~~=~'~~ ~~. ~.I ' --'-'~- '''­ .. _- .~-... -- , ----- , .,. __ .... -_.- , ~ --.... ~---- .. _-- .. y~- :~" :E":::" -""=-"":: : ~~..::::.-=-;:::: .. -.--- - '--- " -~-"'--'- ;~..:~.~~~~ .",..- ..... ~- .................. ---- ,,-- ....... - .... __ ._H.' __ ~~~Si£~­ j~E'H:':;:- www.oup.com/elt/teacher/englishfile EnBlish File third edition Pre-intermediate provides contexts for new language that will engage students, using real- life stories and situations, humour, and suspense. The Grammar Banks give students a single, easy-to-access grammar reference section, with clear rules, example sentences with audio, and common errors. There are at least two practice exercises for each grammar point. Vocabulary Pre-intermediate students need • to revise and reactivate previously learnt vocabulary • to increase their knowledge of high-frequency words and phrases • tasks which encourage them to use new vocabulary • accessible reference material .. ._._---- .--- .~ ~ .~ ...:;:.. Shopping .~..::.=.~-"" ........ =~~.;:-.:..::::: Every lesson focuses on high frequency vocabulary and common lexical areas, but keeps the load realistic. Many lessons are linked to the Vocabulary Banks which help present and practise the vocabulary in class, give an audio model of each word, and provide a clear reference so students can revise and test themselves in their own tinle. Pronunciation Pre-intermediate students need • a solid foundation in the sounds of English. • targeted pronunciation development. • to see where there are rules and patterns_ ~ or spon door water four I al talk small bought thought aw sa\-v draw horse With new language come fresh pronunciation challenges for pre-intermediate learners, particularly sound-spelling relationships, silent letters, and weak forms. Students who studied with English File 3rd edition Elementary will already be familiar with English File's unique system of sound pictures, which give clear example words to help identify and produce sounds. EnlJlishFile Pre-intermediate continues with a pronunciation focus in every lesson, which integrates improving students' pronunciation into grammar and vocabulary practice . Speaking Pre-intermediate students need • topics that will inspire their interest. • tasks that push them to incorporate new language • a sense of progress in their ability to speak The ultimate aim of most students is to be able to communicate orally in English. Every lesson in EnBlish File Pre-intermediate has a speaking activity which activates ....... ·U/: _ !.-5!.mmunication ''-''- · £;=--::-..:=::::- [P~-'----.=,J "'_ ... __ . grammar, vocabulary, and pronunciation. The tasks are designed to ~~~=- -. ~. ---;;;;_ ... _;;;= help students to feel a sense of progress and to show that the number of ~ ---.l,,~ ... ,---............ situations in which they can communicate effectively is growing. Listening Pre-intermediate students need • confidence-building achievable tasks .=..::::r-.. ~-- n . ........ _. , .-----.. --~- i~=:a::., :=.:...._- • to practise getting gist and listening for detail • to make sense of connected speech. • a reason to listen At pre-intermediate level students need confidence- building tasks which are progressively more challenging in terms of speed, length, and language difficulty, but are always achievable. They also need a variety of listening tasks which practise listening for gist and for specific details. We have chosen material we bope students will want to listen to. Reading Pre-intermediate students need • engaging topics and stimulating texts. • manageable tasks that help students to read. . ~::::..-=-.- -.- ----- ::; =:,.~--- t' - ~ - ... _--. . ~='-;:.Sr= ."'- =-==- .~;~,;--~~, ,--.-_ .. - • :":';:t"':--."'~"'''-'- . ~-:':. .... --..... - .~ - · ~~~~:::"=.=: :::':::oS::;:;. -::: .~- ---- .. _ ......... - -... 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. The key to encouraging students to read is to give them motivating but accessible material and tasks they can do. T n English File Pre-intermediate reading texts have been adapted from a variety of real sources (the press, magazines, news websi[es) and have been chosen for their intrinsic interest. Writing Pre-intermediate students need • clear models. • an awareness of register, structure, and fi xed phrases. The growth of the Internet and elnail means that people worldwide are writing in English nlore than ever before both for business and personal communication. There are guided writing [asks in each File. Practical English - Pre-intermediate students need • to understand high-frequency phrases that they will hear • to know what to say in [ypical situations • to know how to overcome typical [ravel problems The six Practical En8lish lessons give students practice in key language for situations such as explaining that [here are problems in a hotel or in a restaurant, or taking something back to a shop. To make these everyday situations come alive there is a story line involving [wO main characters, Jenny (from New York) and Rob (from London). The story line carries on from where i[ left off in En8lish File Elementary, but it is self-standing, so can be used equally with students who did not use this level. The You hear I You say feature makes a clea'r distinction between what students will hear and need to understand, for example How can! help you? and what they need to say, for example There's a problem with the air-conditionitllJ. The lessons also highligbt other key 'Social English' phrases such as Here y ou are. Time to go. The Practical English lessons are on the English File Pre-intermediateDVD, and iTools. Teachers can also use the Practical English Student's Book exercises with the class audio-CD. Using the video will provide a change of focus and give [he lessons a clear visual context. The video will make the lessons more enjoyable and will also help students to roleplay the situations. Students can watch and listen to [he Practical English video on [heir iTutor . Revision Pre-intermediate students need • regular review. • a sense of progress. Students will usually only assimilate and remember new language if [hey have the chance to see it and use it several times. Grammar, Vocabulary, and Pronunciation are recycled throughout the course. After every two Files there is a two-page Revise & Check section. The left·band page revises the grammar, vocabulary, and pronunciation of each File. The right. hand page provides a series of skills-based challenges, including video interviews, and helps students to measure [heir progress in terms of competence. These pages are designed to be used flexibly according to the needs of your students. There is also a separate short film on video for students to watch and enjoy. 9 i I Student's Book Files 1-12 The Student's Book has twelve Files. Each File is organized like this: A, B, and C lessons Each file contains three 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 at the back of the book. Practical English Every two Files (starting from File 1), there is a two-page lesson which teaches functional 'survival English' (for example langauge for checking into a hotel or ordering a meal) and also social English (useful phrases like Nice to meet you, Let's go.). The lessons have a story line and link with the EllglishFile Pre-intermediate Video. Revise & Check Every two Files (starting from File 2) there is a two-page section revising Grammar, Vocabulary, and Pronunciation of each File and providing Reading, Listening, and Speaking 'Can you ... ?' challenges to show students what they can achieve. The back of the Student's Book The lessons contain references to these sections: Communication, Writing, Listening, Grammar Bank, Vocabulary Bank, and Sound Bank. STUDY IMI~I ~ iTutor For students to review after class, or catch up on a class they have missed. • A 11 the Grammar, Vocabulary, and Pronunciation • Readings (with audio) Online skills For students to develop and practice their skills • Reading and Listening with exercises for every File . - - ., .... • --. [NGllSH',l' oxfordlearn~ I • Listenings (witb tapescripts) • Writing and Speaking models and tasks for every File • All the video for Pract.ical English, In tbe Street, and Short films • Revise and Check readings and dictations • All video and audio can be transferred to mobile devices. • iTutor does not contain the songs or the surprise endings to stories or lessons. Workbook For practice after class • All the Grammar, Vocabulary, and Pronunciation, and Practical English • Extra reading • A listening exercise for every lesson • Pronunciation exercises with audio • Useful Words and Phrases • Audio for Pronunciation and Listening exercises (on iChecker) • Available with or without key Online workbook • All the Workbook content, with instant answers • Hints and tips • 'Speak and record' • Audio for all the Reading texts and Useful Words and Phrases iChecker For students to check their progress and challenge themselves • Progress Check, with 30 multiple choice questions on Grammar, Vocabulary, and • Challenge, where students build a text using the language they have learnt from the File • Audio Bank, with all the audio for the Workbook listening and pronunciation Pronunciation app For students to learn and practise the sounds of English • Individual sounds • Sounds in useful phrases • S pea k a nd record Student's website www.oup.com/elt/englishfile • Extra practice of Grammar, Vocabulary, Pronunciation and Practical English • Learning resources • Games and puzzles ) I www.majazionline.ir For teachers Teacher's Book Detailed lesson plans for all the lessons including: • an optional jbooks-closed' lead-in for every lesson • 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 Extra activities are colour coded so you can see at a glance what is core material and what is extra when you are planning and teaching your classes. All lesson plans include keys and complete audio scripts. Over 100 pages of photocopiable activities in the Teacher's Book .. ---..... ~- Grammar seepp. 162-197 • An activity for every Grammar Bank, which can be used in class or for self-study extra practice • An Activation section, to encourage students to use the new language in class iTools • The complete Student's Book, Workbook and Teacher's Book (photocopiables) onscreen • [nteractive activities for all Grammar and Vocabulary Banks • All class audio (including songs) and video, with interactive scripts • 4Click and reveal' answer keys for Student's Book, Workbook, and Teacher's Book • Resources including, Grammar Bank PowerPoints and Vocabulary flashcard Communicative see pp.209 -244 • Extra speaki ng practice for every A, B, C lesson • 'No cut' alternatives to reduce preparation time Test and Assessment CD-ROM • A Quick Test for every File • An End-of-File test for every File • Entry Tests, Progress Tests, and an End-of- course Test • A and B versions of all the main Tests • Audio for all the Listening tests Class audio COs • All the listening materials for the Student's Book Vocabulary see pp. 248-262 • Extra practice of new vocabulary, for every Vocabulary Bank OVO Practical English • A unique teaching video that goes with the Practical English lessons in the Student's Book In the street • Short interviews filmed in London, New York, and Oxford University Press to accompany the Revise and Check section Short film • Short documentary fi lm for students to watch for pleasure after the Revise and Check section OXJ"ORD .-~---- .---- ~~;;, I;-~~--~ I -----_ .. Song see pp.268-279 • A song for every File • provides the lyrics of the song. with tasks to do before, during, or after listening. ) I Teacher's website www.Dup.comielt/teacher/ englishfile • Extra digital ideas, teaching resources, and support 11 G word order in questions V common verb phrases, spelling and numbers P vowel sounds, the alphabet Lesson plan This first lesson has three main objectives: to help you and the Sts to get to know each other, to give you a clear idea of the level of your class, and to provide some quick, efficient revision of some elementary language points. The first exercise provides the context for revising an important grammar point: the order of words in questions. The vocabulary focus is on common verb phrases. Sts use these to complete the questions, which they then ask each other. They then focus on the word order and practise it in the Grammar Bank. The alphabet is revised, and the listening activity gives you the chance to quickly revise spelling and numbers. Sts then bring all the language together by interviewing each other and completing a form. There is an Entry Test on the Test and Assessment CD -ROM, whkh you can give the Sts before starting the course. STUDV!E1:3 • Workbook lA • iTutor • www.oup.com/eLt/engLishfile Extra photocopiable activities • Grammar Word order in questions p.162 • Communicative Student profile p.209 (instruct ions p.19B) • www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) • Before the class choose some party music. You could use one of the songs from the book, e.g. I Heard It Throu8h the Grapevine (CD .5 Track 26). • Introduce YOllrselfto the class. Say Hello, I'm .. • Tell StS to stand up. Divide rhe class into twO groups, A and B. Ask both groups to make a circle, A inside B. Tell them to imagine that they're at a party. When you play the music, tell them to walk round in their circle, one clockwise and the other anticlockwise. Each time you stop the music, tell them to introduce themselves to the person standing opposite them. Elicit that they can say Hello or Hi, i'm ... or My name's ... and should respond N ice to meet YO ll . 1 VOCABULARY & SPEAKING common verb phrases a If you didn't do the Optionallead-in, and your Sts don't know each other, set a time limit offor example two minutes, and tell Sts to stand up and move round the room introducing themselves to other Sts. Tell them to say Hello 1 Hi, I'm .. . ; Nice to meet you, and to try to relnelnber other Sts' names. Books open. Focus on the pictures and the questions. Elicit the verbs for the first three questions under 1 Home and Family (are, were, live). Put Sts in pairs and tell [hem to complete the other questions with the correct verbs. Point Out that in the Job 1 Studies section there are two possible conversations depending on whether the person has a job or is a student. ! You may have Sts who are neither at school 1 university nor working, e.g. they are unemployed or at home with children. If so, point our that ifin section 2 somebody answers the question What do you do? with for example I'm unemployed Ilooki1I8for a job, they should think of a follow-up question if they can, and then go to the question Can you speak any other languaBes? Check answers, making sure that Sts understand the whole question, not just the missing verb. 1 HOME AND FAMILY are, were, live, live, have, have 2 JOB / STUDIES do / study I work like I f speak st udy / learn I go are I 3 fREE TIME listen, play, watch / like, do, read, go, do b fV2 »)) Focus on the Sentence stress box and go through it with Sts. Tell Sts to listen to the rhythm in the seven questions in Free Time. Play the audio once for Sts just to listen. I ~2 »)) What kind of music do you listen to? Do you play a musical instrument? Which? What TV programmes do you watch? Do you do any sport or exercise? What? What kind of books or magazines do you read? How often do you go to the cinema? What did you do last weekend? Now play it again, stopping after each question for Sts to repeat. Then repeat the activity eliciting responses from individual Sts. e Focus on the instructions and the example. Demonstrate the activity by getting Sts to ask you questions first. Use full answers, giving extra information. Extra challenge • Encourage Sts to ask follow-up questions, e.g.: A Do you have any brothers and sisters? B I have one brother. A How old is he? 1 What's his n.ame? 1 What does he do? Put Sts in pairs. Give them at least five nlinutes to ask and answer all the questions. Monitor their conversations, to give you an idea of their oral level. Get feedback from several pairs to see what they have in common. www.majazionline.ir At this point you could teacb tbem the word both and its position (before all verbs except be and modals verbs like call), e.g. We both live in tltecity centre. We're both doctors. We can both speak German. 2 GRAMMAR word order in questions a Focus all the instructions. Do the first one together. Give Sts a minute to do the other three and check answers. 1 Where were your parents born? 2 Where is our teacher from? 3 How do you spell your name? 4 Did you go out last night? Extra idea • Put Sts in pairs and get them to ask and answer the four questions. b 3))) 4 ))) Tell Sts to go to Grammar Bank lA on p.l26. 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 Srs to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • In questions with the auxiliaries do, does, did Sts might leave out the auxiliary or get the word order wrong. Typical mistakes: You live with)oUl pm eltu? ',Iq') she did, it like thefili, t' • The memory aids ASI (Auxiliary Subject Infinitive) and QUASI (Question word Auxiliary Subject Infinitive) may help Sts here. • Tn questions with be Sts sometimes forget to invert the subject and verb. Typical mistakes: Ana's a student? Where they are from? If a verb is followed by a question (e.g. talk about, listen to), the preposition goes at the end of the question: What did you talk about? Focus on the exercises for lA on p.127. Sts do the exercises individually or in pairs. Cbeck answers, getting Sts to read the full sentences. a 1 Where do you come from? 2 Where is the train station? 3 How often do you read magazines? 4 Where are your friends from? 5 Why didn't you write to me? 6 Do you often go to the cinema? 7 What does this word mean? 8 What time did your friends arrive? 9 Does the ciass finish at 8.00? 10 Where were you born? b 1 Do you have a car? 2 15 your brother older than you? 3 How often does he write to you? 4 What time does this class start? 5 Is your friend from Brazil? 6 How many languages do you speak? 7 Where was she born? 8 Where did you go last summer? 9 Is your father a doctor? 10 Did you come to school by bus? TellSts to go back to the main lesson lA. lA Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. c In this activity Sts lllQVe from yes I no questions to questions beginning with question words. Focus on the instructions, the example, and the questions. Demonstrate the activity by asking the first question (Do you drink a lot of tea or coffee?) until someone answers Yes, I do. Then ask the follow-up question (How many cups do you drink?). Give Sts a few minutes to work out how to fornl the questions and how to answer them. Extra support • Put 5 rs in pairs and get them to write the questions . Check the questions with the class before asking Sts to stand up and mingle. Ask Sts to stand up and move around the class asking each other the questions. Ifit's difficult to move arollnd the class, do this in pairs. G et some feedback from the class. 3 PRONUNCIATION vowel sounds, the alphabet Pronunciation notes • Emphasize the importance of being able to spell in Englisb, particularly your name. Point out that it is very-useful to be able to recognize and write down letters correctly when people spell words to you. • If your Sts didn't use English File Elementary, this will be the first time that they have seen the sound pictures (train, tree, etc.). Explain that the pictures will give Sts a clear example of the target sound and that they will help them remember the pronunciation of the phonetic symbol. This is very important if they want to check the pronunciation of a word in the dictionary. • Tell Sts that the two dots in li:/, 1u:/, and 10:1 mean that they are long sounds. a (i 5 })) Focus on the sound pictures and instructions. Give Sts a few minutes, in pairs, to write the words. Play the audio for Sts to listen and cbeck answers. ! If Sts haven't seen the English File sound pictures before, you may want to play the audio and pause after each word for Sts to write them down. (VS))) 1 train let! 5 phone kJuI 2 tree li:1 6 bootlu:l 3 egg Ie/ 7 car /0:1 4 bike fall Now play it again, pausing after each word for Sts to repeat. b Tell Sts to go to the Sound Bank on p.l66. If your Sts didn't use English File Elementary, explain that this is a reference section of the book, where they can check tbe symbols and see common sound-spelling patterns . .. lA Look at the spelling rules for the seven sounds. Model and drill the example words for the vowels and elicit I explain their meaning. Tell Sts to go back to the main lesson lA. STUDYI!m:l Sts can practise these sounds on the .Tutor and on the EnBlish File Pre-intennediate website. c Now focus on the letters in the list, but don't elicit their pronunciation yet. Tell Sts, in pairs, to write the letters in the right circle according to their sound. d 1 6») Play the audio for Sts to listen and check. Then play it again for them to listen and repeat.