English file third edition pre-intermediate students book


English File third edition offers more support for teachers and students. Teacher's Book provides over photocopiables to save preparation time, plus extra. topics in English File Pre-intermediate. Vocabulary Practise Download specially adapted versions of the Student's Book reading texts and audio files. AddThis. English File Pre-Intermediate third edition Download for free. English File third edition Pre-intermediate Student's Book - ISBN: English File .

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English File Third Edition Pre-intermediate Students Book

english-file-pre-intermediate-third-edition-pdf (Christina Oxford >making. sense For students For teachers • Teacher's Book with • Student's. New ENGLISH FILE Pre-intermediate Teacher's Book ib7//iF English File third edition Upper-intermediate Student's Book answer key 1A. 88 Pages·· It was nothing special 2A T*35)j) (script in Student's Book on p 2A 5 .. gir English File third edition Pre-intermediate provides contexts for.

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She ran to her car and got in. Two months later. She was going very fast because she was in a hurry. He was wearing a dark coat, so Hannah didn't see him at first. Quickly, she I woke up next morning Try to use stressed on the f irst syllable. Most two-syllable nouns and adjectives are stressed on the first syllable, e.

However, many two-syllable verbs and prepositions or connectors are stressed on the second syllable, e. All the phrases are from the sto ry. Try to re member the verb for c T he re a re two different endings to the story. Have a class vote.

English File 3rd ED Pre-intermediate : Student's Book +iTutor (P)

Do each phrase. Li ten once and check. B o, l didn't. B In a small hotel. B Good idea. Our flight is at 9. B She's the kitchen. B I'm looki ng for my keys. You didn't answe r my ca ll. B l'm adoctor. B She'stall and slim. T he jo urn alist saw tou r ists tak ing photographs o f works ofa rt in Rome a nd ew York. G uess their a beach b wa lk ing c sightseei ng mea ning fro m the context.

C heck with your teache r o r 4 David with a dictio n a ry. At do them. It was a bit irritating, but that was all. It didn't C an you? Then the sad truth hit me. Most of the peoplewere taking photos without looking at the paintings themselves. D1 ask an d a n swer six questio ns a bout work f stud ies,People were pushing me, not because they were trying to geta better view of the art, but because they wanted to make sure fa mily, and free t ime activitiesthat no one blocked their photo.

Was it possible that perhapsthey were taking the photos so that they could admire the D2 describe the appearance and personality ofapaintings better when they got home? This was very improbable. They were not there to see the paintings, but to take photos to p erson you know wellprove that they had been there. D3 describe a picture in th is book a nd say w ha t isThen it got worse. Now people were taking photos of theirpartners or friends who were posing next to, or in front of some happening, wha t t he people are wea ring, etc.

ISBN 13: 9780194598651

Neither the photographers northe person they were photographing had looked at the art itself, D4 ask an d answer t hree questio ns about a recentalthough I saw that sometimes they read the label, to make surethat the artist really was famous.

At least nobody asked me to ho li d a ytake a picture of them together, smiling in front of a Picasso! I think that people who want totake a photo of an exhibit should be forced to look at it first, for D6 say t h ree true se ntence using t he connectors so,at least one minute. Who do you t hink is Then liste n again and complete 0 Customs the chart.

Ctures 0 Gates Where to? Then cover the word and look at the symbols. Remember the words and phrases. Then liste n a nd check. I English to youn g child ren. But there are some airports where you can actually enjoy yourself. All goodb In pairs decide if sentences J- 5 are pia ns o r predict io ns airports have excellent facilit ies for business people and children, free Wi-fi, restaurants, cafes, and shops. But the about the futu re.

Write PL pla n o r PR predic tio n. It also has a rooftop swimming pool and beBOinB to a nd practise it. Copy the with no sense of direction - there are 'Airport Ambassadors' in r. The re is also free coffeep Fast speech: gonna and tea near all the seating areas, and lots of free magazines and newspapers. What are you going t o do? Switzerland, you can rent day rooms with their own bathroom and kitchen and wake-up call service.

What's it like? What c Look at the high lighted wo rds and phra es related to can you do th ere w hile yo u're waiting for a fli ght? W hich is t he best airpo rt s ifyo u.. A im agine you are at o ne of these airports and yo ur fl ight have a medica l pro blem is delayed fo r three hou rs. B calls yo u o n your mobile.

Tell 2 would like to see a film B where yo u a re and what you a re going to do. T hen swap 3 want to do some port or exercise ro le.

Do the sa me with o ther airpo rts. Why d o es Lily get in touch w ith Ben? Li ste n a nd check. D Great. I'm going to book my tickets Lis te n a nd co mplete her flight d eta ils. Why don't you phone me nearer th e Depart Lo ndon Gatw ick at Then we can fix a day and a time to meet.

No news from you for ages. Are you still working at Budapest University? I have a conference there next month and I t hought perhaps we could meet. I'd love to see you again! Ben West D It depends on the day. I'm going to Vienna one day that week, but it's not very far - I'm coming back the same day.

I'm sure we can find a time that's good for both of us. What are you doing that week? Are you free any time? Ben West D Lily! Great to hear from you. Yes , I'm still at t he university here and it's going very well - Budapest is a wonderful city to liv e in.

When exactl y is the conference? I can't wait! Then liste n agai n and repeat it verbs in the Facebook messages. Which two sentence by sentence. T ry to copy the s peakers' into nation. What time perio d do the other three refer to? A Would you like t o go out for dinner? B I'd love to. Ca n you remember B Sorry, I'm going to the cinema. Listen a nd check. A What about Friday? What are you doing then? B Nothing. Friday's fine. Let's go to the new Italian place.

B Great. Try to sound friend ly. Lea rn more d Talk to other students. T ry to find days when you are both free a nd suggest doing so mething.

Write it in your diary. Try to makeabout the present continuo us for future a n a rra ngement with a d ifferent person for every night. Would you like t o go to the cinema? Liste n to the conversa tio n. What day do they ar ra nge to meet? Complete Ben' diary for the week.

What are the missing prepositions? What happens when Ben and c Complete the questions with a preposition. Intermediate Plus.

The third edition of English File has seven levels, all created for the 21st century, with a full digital package for teachers and students. download Digital Book. Key Features The English File concept remains the same in this edition- fun, enjoyable lessons which get students talking by using the right blend of language, motivation, and opportunity — but now the content and the components have been updated and improved for students and teachers.

A File structure, with every lesson improved, enhances the flow of the unit. Real-world 'Practical English' and documentary videos. Lots of extra opportunities for students to develop listening skills and a more communicative focus on pronunciation with creative oral drills and audio in the Workbook as well as an interactive Sounds Chart.

Pocket Book: Digital resources. Related Titles. With the publication of the upper-intermediate level, English Result is now a four-level adult course with full teacher support and resources.

Oxford Living Grammar is a three-level series which takes a practical approach to grammar. Ytnrkvewithyour parents? Where they arefrom? If a verb is followed by a question e. What did you talk about? Focus on the exercises for IA on p.

Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. Tell Sts to go back to the main lesson 1A. Focus on the instructions, the example, and the questions. Demonstrate the activity by asking the first question Doyou drink a lot of tea or coffee? Then ask the follow-up question How many cupsdoyou drink? Give Sts a few minutes to work out how to form the questions and how to answer them.

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. Get some feedback from the class.

Point out that it is very useful to be able to recognize and write down letters correctly when people spell words to you. Explain that the pictures will give Sts a clear example ofthe target sound and that they will help them remember the pronunciation ofthe phonetic symbol. This is very important if they want to check the pronunciation ofa word in the dictionary. Give Sts a few minutes, in pairs, to write the words. Play the audio for Sts to listen and check answers.

Model and drill the example words for the vowels and elicit f explain their meaning. Tell Sts, in pairs, to write the letters in the right circle according to their sound. Then play it again for them to listen and repeat.

Highlight the differencebetween pairs and groups of letters which are often confused, e.

Download English File Pre Intermediate Books - PDF Drive

Elicit from the class how to say the questions, and the meaning of toget in touch withsomebody. Get Sts to ask you the questions. Then in pairs, Sts ask and answer the questions.

Get some feedback from various pairs. Tell Sts they are going to listen to sixpeople spelling their names and they must write them down. Play the audio for Sts to listen andwrite the names. Play again if necessary. Check answers by getting Sts to spell the names and write them on the board. How do you spell it? Go through the instructions with them, and focus on the example questions in the speech bubbles.

Tell Sts to ask these questions for each oftheir six people using first name or surname depending on what the gap is and write the answers in the spaces. Now go through the Asking for repetition box.

Sit A and B face-to-face. A asks his j her questions to B and writes the first name or surname. When they have finished, get them to compare books to check their answers. Some Sts might be more familiar with the teimfamily name. Check answers by eliciting the numbers from different Sts.

Remind them also: Write random numbers between 20 and 1, on the board for Sts to say. You could warn them that one ofthem is a phone number. Play the audio, pausing after each number to give Sts time to write it down.

Get Sts to compare with a partner, and then check answers. B I'm not sure. Let's google it. It says here miles. I'm at the station. Do you have Nicola's mobile number? A Yes. Just a moment. A It'S B B ? A That's right. B 1live in a village near Dublin. A How big is it? B It's quite small. The population is only about 2, people. B Two Cokes? A Yes, and a mineral water. How much is that? A Sorry? Focus on the instructions and the form.

Put Sts in pairs and get them to interview each other. If Sts do not want to give their real address and phone number, tell them to invent one. Remind Sts that when we say phone numbers in English we say the individual digits, and that 0 can be oh or zero. You might also want to check that Sts know how to say an email address, e. When they have finished, get Sts to show each other their forms to check the information.

Get some feedback. G present simple V describing people: A family member and a friend both try to choose a suitable partner for Charlotte, a single woman, The lesson begins with vocabulary. Basic language for physical description is revised and in the Vocabulary Bank new language is presented, and adjectives of personality are introduced. Sts then read the article about Charlotte, and focus on the grammar of the present simple.

They then listen to Charlotte describing her two dates. This is followed by a pronunciation focus on the 3rd person -s ending, and the lesson ends with Sts describing amember of their family in detail, and writing a short description.

Give them a minute to add more words to each category. Get feedback and write the words on the board. Focus on the instructions and the three pictures. Tell Sts they are going to listen to Luke, who is describing his girlfriend. Play the audio for Sts to listen and choose the best picture. Check answers, eliciting the words and phrases which helped Sts to identify the girl, e. What does she look like? L She's quite tall and she has short dark hair.

And she has brown eyes and a beautiful smile. L She's really nice - very friendly and extrovert. She's got lots of friends. The two questions are: What does she look ike? What's she like? What is she likeFbox with the class. Focus on 1 Appearance and get Sts to do a individually or in pairs. Play the audio for Sts to check answers.

Make sure Sts understand the individual words in the descriptions, and give further practice of any words your Sts find difficult to pronounce, e. Now go through the information box with the class about thin or slim?

You might also want to elicit from Sts different typical colours for hair, i. Focus on 2 Personality and get Sts to do a individually or in pairs. Check the answers to a before moving on to b. Play again pausing for Sts to repeat the words. Give further practice of anywords your Sts find difficult to pronounce. Focus on the nice,funny orfun? Finally, for d, put Sts in pairs and get them to ask and answer questions about amember oftheir family and a good friend.

Tell Sts to go back to the main lesson IB. Tell themwhat you think too. Ask Sts What does Charlotte look like?

Give Sts a minute to read the introduction and first paragraph and answer questions in pairs.

Check answers. Then Charlotte goes on a date with each man. Remind Srs of the importance of guessing words from context when they are reading. Tell Sts to readwhat she says, and as they read try to guess the meaning of the highlighted words and phrases- Set a time limit. Then get Sts to compare their guesses with a partner. Alternatively, Sts could check in their dictionaries. Deal with any other new vocabulary. Get them to cover the text and answer the four questions.

Check answers, eliciting as much information as possible.


She likes men who are taller than her and have a nice smile. She likes men who are into literature, art, and classical music. Katie might choose a man who is physically right for her, but Charlotte's mother has known her for longer.

Give Sts a few minutes to complete the gaps. Sometimes I get up late on Saturday. IB Focus on the exercises for IB onp. Put them in pairs. Check answers and then let Sts look back at the text. Elicit some adjectives to describe them. Put Sts in pairs, A and B, and get them to sit face-to- face if possible. Tell them to go to Communication Alexander and Oliver, A onp. Go through the instructions carefully with them and make sure they know what they have to do.

Tell them what you think too. Focus on the two questions. You could write the two questions on the board and get Sts to close their books. Play the audio once the whole way through. Get Sts to compare with a partner and play the audio again if necessary. Yes, as a friend, to go to a concert or the theatre.

Iyl4 script in Student's Book on p. In fact he was 32, but I thought he was older. But when we started talking I really liked him. He was extrovert and funny and he had a very good sense of humour. He works for a TV company and he told me a lot of good stories about his work. He was also interested in the same things as me - art and music and we talked a lot about that.

He was tall and dark and quite good-looking and he had a nic: Icould imagine going to a concert or theatre with him, but as a friend. Sorry Mum, but no. Focus on the two questions in a. She thought he was attractive more than Alexander , friendly, and generous.

No, because he smokes. He was quite tall with short, blond hair and he had lovely blue eyes, a bit like the actor Jude Law. He was a bit shy and quiet at first, but when we started chatting he relaxed and we found we had a lot of things in common - we both like books, and the cinema, He was generous too - he wanted to pay for everything. I really enjoyed the evening. When it was time to go he asked for my phone number and said he wanted to meet again.

IB We walked out of the restaurant and went to look for a taxi. And then something happened, and Iknew that it was impossible for me to go out with him. He said 'At last! I could never have a boyfriend who was a smoker. Get Sts to compare with apartner, and then check answers. Translate j explain any new words or phrases. TeJl them whatyou think too. You may like to tell Sts that the text and listening were based on a real magazine experiment.

Unvoiced consonant sounds are made in the mouth without vibration in the vocal chords, e. For voiced sounds they should feel a vibration in their throat, but not for unvoiced sounds. Focus on the sound pictures.

Elicit and drill the words and sounds: Elicit the third person pronunciation of the first verb in the list chooses and ask Sts which group it belongs to group 3. Write it on the board under the correct heading. Get Sts to continue with the other verbs. Then tell them to do the same thing with the plural form of the nouns. Play the audio once the whole way through for Sts to listen and check their answers. Isl h i hz! Now playthe audio, pausing after eachword and sound for Sts to repeat.

Monitor and help with vocabulary. Remind Sts of the meaning ofcom patible and tell them to think of people who are possibilities for each other, e. A describes his j her person and B listens and asks for more information. Are the two people compatible? In this section Sts will find model texts, with exercises, and language notes, and then a writing task.

We suggest that you go through the model and do the exercise s in class, but set the actual writing the last activity for homework. Tell Sts to go to W riting Describing a person onp. Check answers, 1 He's from Barcelona. Now focus on the chart in c and get Sts to write their own emails on a piece of paper.

In d Sts check their work for mistakes before giving it in. Tell Sts to go back to the main lesson IB, 7 i. Sugababes in For copyright reasons this is a cover version.

Ifyou want ro do this song in class, use the pbotocopiable activity on p. G present continuous V clothes: P hi and IsiJ I Q Mr and Mrs Clark and Percy Lesson plan In this lesson Sts learn vocabulary for clothes and revise prepositions ofplace and the present continuous in the context of a famous painting by David Hockney, which has an interesting story behind it. Focussing on the painting then leads them to the Grammar Bank, where they look at using the present continuous for things that are happening now, around now, and for describing what is happening in a picture.

The present continuous is also contrasted with the present simple for habitual or permanent actions. Sts then have a listening activity where they hear about the story behind the painting. They then revise prepositions ofplace, and all the language of the lesson is pulled together in a final speaking activity, where Sts describe paintings to each other.

Explain that there is no singular form, and that if they want to talk about an item of clothing, they should refer to it by name, e. Now draw a line before Cl o t h e s on the board, e. They should be able to produce wear, download, try on, and possibly put on and take off. Focus on the pictures ofthe models and ask Sts to match the items of clothing and the words. Focus on the four sections clothes, footwear, accessories, and jewellery and make sure Sts know what they mean and how to pronounce them.

Now get Sts to do a individually or in pairs.

Play it again, pausing after each word for Sts to repeat. Give further practice ofwords your Sts find difficult to pronounce. NOT atrousers.

If Sts want to use an indefinite article, they should use some, e. Focus on c. Give Sts a minute to cover the words and te st th em selv es o r each o th er. Finally, go through the wear, carry, or dress? Tell Sts to go back to the main lesson 1C. It is a short sound, and always occurs in an unstressed syllable, e. Finally, repeat the activity eliciting responses from individual Sts. Give them a few minutes to underline the stress in the words in the list and then to decide if the highlighted sounds belong to 1 or 2 in a.

Give Sts a few minutes to answer the questions in pairs, either orally or in writing.

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