New english file beginner teacher’s book
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Clive Oxenden
Christina Latham-Koenig
with Jane Hudson
David Jay
Gill Hamilton
New
ENGLISH FILE
Beginner
Teacher's Book
Paul Seligson and Clive Oxcnden arc the original co-au thors of
Ellg/ish File I (pub. 1996) and Englisl! Filt~ 2 (pub. 1997) .
OXFORD
UN I VER S ITY PRES S
Syllabus checklist
4
Introduction
8
• What do Beginner students need?
• Study Link
• Course components
Student's Book Files 1-7
Back of the Student's Book
• For students
Workbook
MultiROM
Student's website
• For teachers
Teacher's Book
Video I DVD
Class audio C Ds
Test and Assessment CD-ROM
Teacher's website
The (ommon European Framework
of Reference
12
Lesson plans
14
Photocopiable activities
120
Contents
Grammar activity answers
Grammar act ivity masters
Commun icative activity instructions
Com m u nicative activity masters
Vocabulary activity instructio ns
Vocabulary activity masters
So ng activity instructions
Song activity masters
3
Syllabus checklist
(irammar
Vocabulary
verb be: I and you
number50-10
verb be: he, she, it
countries
verb be: we, you, they;
negatives (all persons)
nationalities;
numbers 1\-20
8l
4
fJ
Hello!
6 I)] Where are you from?
8
10
12
0
We're from the USA. We're American.
PR ACTIC AL ENG USH
The alphabet
REVISE & CH ECK
spelling your name
What do you remember? What can you do?
classroom language
ft
14
rJ
What's in your bag?
16
IJ
Family and friends
18
0
A man's (af or a woman's car?
20
PRACTI CAL ENGLI SH
Personal information
introducing people
personal information: age, address, etc.
22
REVISE & CHECK
What do you remember? What can you do?
singular and plural nouns;
a/ an, the
possessive adjectives;
possessive s
small things
adjectives
colours and
common adjectives
---
people and family
phone numbers;
numbers 21-100
ftc=============================~
24 IJ A bad hair day
present simple: I and you
common verbs I
26
[;J What do you have for breakfast?
present simple: we, you, they
food and drink
28
0
present simple: he, she, it
jobs and places of work
30
PR ACTI CAL ENGLISH
32
REVISE & (HE CK
a
34
IJ
He speaks English at work
What time is it?
telling the time
What do you remember? What Can you do?
Do you like mornings?
adverbs of frequency;
. . .c-:;_:-:;---:-_-;cc-_~_ _ _ _ _ _~present simple
36 [J Life at the top of the world
word order in questions;
question words
38
0
You can't park here
can I can't:
permission and possibility
4
40
PRACTICAL ENGLISH
42
REVISE & CHE n
How much is it?
saying and understanding prices
buying a coffee
What do you remember? What (an you do?
days of the week
a typical day
(ommon verbs 2
common verbs 2
Pronunciation
Speaking
listening
word stress;
introducing yourself
people introducing themselves
sentence stress;
iii and lUll
Where ore you from? Where is he from?
Where is she from? Where is it from?
Can you hear the difference?
word stress;
talking about nationalities
understanding a dialogue
Reading
l hi, 1:)0/, and /01
lel ,/i:/, and IJI
song:D-/-S-C-O;
People in the street:
What's your nome?
How do you spell it?
Where are you from?
I'll and lsi;
What's in your bag?
understanding short
conver~tions
plural endings
10/, IA/, and I:J
talking about family and friends
understanding dialogues
Ire/,/ell, la:/, and 13:1
talking about cars
song: You're beautiful
What car? - Men and
women are different
People in the street:
Do you have brothers and sisters?
Howold ore they?
lu:/, Iw/, and /v/;
linking
talking about your lifestyle
understanding a longer
conversation
word stress;
food questionnaire
a radio programme:
Itrl , Id3l, and Igi
3rd person s;
word and sentence stress
talking about people who work
You are what you eat
Breakfast in Japan
and Hungary
understanding a dialogue
English at work
song: Friday f'm in love;
People in the street:
silent consonants
Whotdo you do?
Do you like it?
What time do you start and finish~
sentence stress
questionnaire:
Do you like mornings?
an interview
Aday in the life of
James Blunt
Ie;,!, 10/, l aol , and Iji
your free time
your free time
Hammerfest in winter
sentence rhythm
Can you...?
understanding dialogues
IU"J/, l si , and Ikl
saying prices
understanding prices;
song: Money, money, money
People in the street:
Where do you usuaffy have lunch?
What do you have?
Howmuchisit?
5
a;:====================
C;;rammar
Vocabulary
past simple: be
in, 01, on: places
44
rJ
46
[] A perfect day?
past simple: hove, go, gel
irregular verbs; revision of
daily routine verbs
48
0
past simple: regular verbs
common verbs 3:
more irregular verbs
so
PRACTICAL ENGlISH
S2
REVISE & (HECK
Before they were famous ...
It changed my life
What's the date today?
saying the date
What do you remember? What can you do?
~==============
S4 rJ On an island in Scotland
there is I there ore
S6
[] Dream town?
S8
0
60
PRACTICAL ENGlISH
..
---,----
Strangers on a train
--
hotels;
in, on, under
there was I there were
places
revision of past simple;
object pronouns: me, him, etc.
common verbs 3
What do you think of it?
asking for and giving opinions
What doyou remember? Whal can you do?
66
REVISE & CHECI(
64
66
rJ
IJ
Trip of a lifetime
be going 10 (plans)
future time expressions
68
0
What's going to happen?
be going to (predictions)
the weather;
revision: verb colocation
70
PRACTICAL ENGLI SH
72
REVISE & CHECI(
What do you like dOjng? _ __ _ __ _~fl~·k.:.
e + verb + -;ng
Is there a bank near here?
asking fo r and giving directions
What do you remember? What can you do?
74 The (on you.. . ?(jame
76 Communication
82 listening
88 C;;rammar Bank
102 Vocabulary Bank Numbers, Countries and nationalities, Things, People and family,
Adjectives, Common verbs 1, Food arld drink, Jobs and places of work, The time and
ordinal numbers, Atypical day, Common verbs 2 and 3, Hotels, Places, Irregular
verbs
117
6
ordinal numbers:
months
Sound Bank
activities
prepositions of place
Pronu nciation
Speaking
13:1 and was/ were
Wherewerethey?
What did you do yesterday?
regular past simple endings
Listening
Reading
tI phone COO'lefStltioo
song: Perfect day
One day in history
t loved, l iNed, I cried ...
What did you do this
morning ! yesterday?, etc.
People in the street
When's your birthday?
What did you do on your lost birthday?
!e.,! and It:",!
Is there a TV? Where is it?
dialogue: asking about hotel faciliti es
Hotels with a difference
the letters eo
Good or bad holiday?
Jeff and Kelly's holiday
One man's dream
sentence slress
answering questions al>out
a story
Strangers on a train;
song: I'm a believer
Strangers on a train
strong stress
People in the street:
What's the last film you sow?
What did you think olit?
loI,Iu:!, and lUI
What do you like doing?
sentence stress
future plans: a dream trip
liz's trip 10 South America
revision of sounds
What's goinglo happen?
weather forKast;
song: Threelittle birds
polite intonation
Free time
understanding directions
People in the street:
Is there 0/ on ... near here?
7
INTRODUCTION
New English File Beginner is for real beginners, or for false
beginners who need a slower, more supportive approach. It
gives you and }'Our students the complete New Eflglisll File
package, with all the in-class and out -or-class components
your students need to learn suc~cssfu lly, and with all the,
teacher support that accompames other levels of the senes.
The aim of every level of M."I" English File is to gcl students
l
Beginners' l.mguage level is low, but they need interesting topics
and texts just as much as Intermediate or Advanced students.
SupJXlrt is also vilal - beginners need clear aims, clear material,
and clear reference. We've also incorporated new Student's
!}ook features, including 'listen and rcpeat' in the Grammar
Ilanks and Vocabulary B.1nks so thaI swdcnls gel plenty of
opportunity to pronounce new language.
Students who complete New E,lg/isll File Beginner could go
on to study New Ellglish File Eleme'ltnry with real confidence,
knowing that they have a solid grou nd ing in the basics of
English. We very much hope that you enjoy using it.
What do Beginner students need?
Grammar, Vocabulary, and Pronunciation
If we want students to speak English with confidence, we need
to give them the tools they need - Gram mar, Vocabula ry,
and Pronunciation (G, V, P). \Ve believe that 'G + V + P =
confident speaking', and in New Ellglisll File Begillller all three
elements arc given equal importance. Each lesson has clearly
stated grammar, vocabulary, and pronunciation aims. This
keeps lessons focused and gives students concrete learning
objcrtives and a sense of progress.
Grammar
Beginner students need
• clear and memorable presentations of basic structures.
• plenty of regular and varied practice.
• studen t-friendly reference material.
We have tried to provide memorable contexts fo r new
language that will engage students, usi ng real-life sto ries and
situations, humour, and suspense.
The Grammar Bank gives students a single, easy-to-access
grammar reference section, with clear rules, example
sentences, and commo n errors. The example sentences are all
on the class audio C Ds so that students can listen and repeat,
and practise the p ronunciation of the new structures. There
arc then two practice exercises for each grammar point.
Student's Book p.88.
The photoco p iable Gram mar activit ies in the Teacher's
Book can be used fo r practice in class or for self-study,
especially with slower classes.
Teacher's Book p. 123.
\'V'hen explain ing gra mmar TlIles to students, and sometimes
when setting up complicated activities, teachers who know
their stu(ieng' mother tongue m:ly wish 10 li Se' i1. Ahholle;h
you should try to keep these occasions to a minimum we
believe that very judicious usc of students' Ll can save time
and h elp bJild good leacher- class rapport. Contrasting how
English grammar works with the rules in students' Ll call
also help students to assimilate the rules more easily.
o
o
8
Voca bulary
Beginner students need
• to expand their knowledge of high-frequency words and
phra~es rapidly.
• to lise new voc;\lmlary in personalized contexts.
• accessible reference material to help them review and
consolidate their vocabulary.
Every lesson in New Englis/l File BcgillllCT focuses on highfrequency vocabulary and common lexical areas, but keeps
the language load realistic. Many lessons arc linked to the
Vocab ulary Ban ks, which contain pictures to help present
and practise the vocabulary in class, and provide a clea r
reference bank to enable students to revise and test themselves
in their own time. As students are beginners they arc not
asked to match words and pictures (as in higher levels of Nell'
English File) but simply to listen and repeat the words and
phrases. All the Jcxis in the Vocabulary Banks is on the class
audio C D to make it easier to d rill the pronunciation. Where
we th ink the pronu nciatio n of u word may be e5pe<:ially tricky,
we ha\'e provided the phonemic script.
Student 's Book p. 102.
Students can practise the pronunciation of all the words
fro m the Vocabula ry Banks using lhe Mult iROM .
Photocopiable Vocabulary act ivities can be found in the
Teacher's Book.
Teacher's Bookp.191.
o
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Pronunciation
Beginner students need
• 10 leMn the English vowel ,lIld consonant sounds and
practise them intensively.
• to sec where there are rules and patterns in sound~pe lling relationships.
. .
• ~ys tematic pract ice of other aspects of pronunCIatIOn, e.g.
~ t ress and sentence rhythm.
New Ellglish File has its own unique system of teaching the
sounds of English, through simple mcmorablc pictures of
key words which illustrate the sound and ;llso incorporate the
phonetic symbol. St udents visualize and remember the words
and sounds together, and the word is theuuscd as a reference
point when learning the pronunciation o f o ther words with
the same sound. It is up to yOll to decide whether you wish
you r students to usc phonetic symbols activc\y, or simply to
become familiar with the symbols thro ugh the pictures.
New Ellglisl! File Begililler has a pronunciation focu s in
every lesson, which focuses on either sou nds, word stress, or
sentence st ress.
SllIdent's Book p.5.
In the Revise & Check sections, students are sent to the
Sound Bank, a reference section where they can sec
co mmon sou nd- spelling patterns for the sounds which they
have p ractised in the File.
St udent's Book p.117.
o
o
Speaking
Beginner students need
• regular opportunities to use new language orally.
• topics that will arouse their interest and promptlhem to
express their own experiences and ideas in English.
• realistic and achievable tasks.
The ult imate aim of most students is to be able to
communicate in English. Every lesson in New Eng/is!/ Fi/e
Beginner has a carefully controlled speaking activi.ty .which
activates new' grammar, vocabulary, and pronunCIatIon,
giving students the chance to 'perso nalize' the target language.
Student's Hookp.5.
The Commu nicatio n scction of the Student's Book provides
' information gap' activitics to give studen ts a reaso n to
communicatc.
Student's Book p.76.
Photocopiable Comm un icative act ivit ies can be fou nd
in the Teacher's Book. These include pairwork activities,
mi ngles, and games.
l eacher's Bookp.161.
o
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Listenin g
Hegi nner swdcn ts need
• to be exposed to as much aural English as possible.
• to bui ld their confi dcnce by listen ing to sho rt and simple
uttcranccs.
• to learn to gct thc gist of what is being said by focus ing on
the key words in an utt erance.
Most studen ts at beginner lcvel need to start by listening
with the script in fro nt of them and progress to listeni ng
to simple exchanges from which they can extract the key
information. Most lessons have a listening comprehension
task, and these become increasingly challenging as the
course progresses. After students have listened two or th ree
timcs withoul a scri pt, they are sometimes asked to have
a final listen with the listening script at the back of the
Student's Book. This hclps build studcnts' confidence and
shows them that they do not need to understand every word
to get 'the message' of what was said.
Each File also contains an authentic listening task in the
Practical English lesson where students listen to miniinterviews with members of thc public. This task is carefully
staged so that students know exactly what information they
have to listen for.
Student's Book p. ll.
Ncw Eng/isll File Brgillltcr also contains seven so ngs which
\'1e hopc students will find enjoyable and motivating. For
copyright reasons, thesc arc mainly cover versions.
o
Reading
Begin ner students need
• engaging topics a nd stimulating texts which will motivate
them to read in English.
• manageable tasks that help them to read.
• to lea rn ho\\' to deal with unknown words in a text.
Many st udcnts need to read in Eng.lish for thei r work o r
studies, and read ing is also important in helpi ng students
to build vocabulary and to consolid:lle grammar. The key to
encouraging students to read is 10 give them motivating but
accessible material and manageable tasks. New Englisl1 File
Beginller reading texts arc staged so that they progress from
one-l ine sentences to short art icles adapted from a variety
of real sou rces (the British press, m agazines. and news
websites). These articlcs have been chosen for thei r intrinsic
interest. Students arc frequently encouraged to guess the
mean ing of new wo rds from their con text.
Student's Book p.29.
The Revise & Check sect ions also include a short text where
students develop their reading skills and measure their
progress in this area.
Student's Book p.33.
o
o
Practical English
Beginncr students need
• to learn high frequency fu nct ional ph rases.
• to know what to say in COlllmon situations, e.g. buyi ng a
coffee.
The Practical English lessons introducc students to areas
like spelling their names, aski ng and answering personal
questions, telling the time and saying dates. asking about
prices, asking and giving opinions, and understanding ..
simple directions. The lessons build up to a speaking activity
where students practise thc language learnt in the lesson
and listen to authentic m ini -interviews in the People in the
strect section.
These short interviews are also on the New Englisl1 File Beginner
DVD which teachers can usc instcad of the class audio. Using
the DVD will make the lessons more enjoyable and will
help students to understand faster speech with the help of
paralingu istic: fCil tlires. On the MuitiROM studel1l's have th"
opportunity to watch and listen to more street interviews.
Revision
Beginner studen ts need
• regular recycling of gram mar, vocabulary, and
pronunciation.
• motivating rcference and practice matcrial.
• a sense of progress.
However clearly structures or vocabulary are presented,
students will usually only assimilate and remember new
language if they have the chancc to see it and use it several
times. Grammar, Vocabulary, and Pron unciation arc
recycled throughout New Eng/ish File Beginner.
At the end of "aeh File there is a Revise & Check scction.
\Vhat do yo u remember? revises the Gramma r, Vocabulary,
and Pronu nciation of each File. \Vhat can you do? provides a
series of ski lls-based challenges. including Writing tasks, and
helps students to measure their increasing competence. T hese
pages are designed to be used flcx ibly according to the needs
of your students.
Student's Book p.12.
The photocopiable Grammar, Communicative, and Vocabulary
activities also provide many opportunities for recycling.
Teacher's Book p.123, p.161. and p.191.
o
o
@udY Li~
The Stu dy Link feature in New English File Beginner is
designed to help you and your students usc the course more
effectively. [t shows what resources are available, where they
can be fou nd, and when to usc them.
The Student's Book has these Study Link references:
• from the Gramma r Bank 0 MultiROM and websi te.
• from the Vocabulary Bank 0 MuitiROM and website.
• fro lU the Sou nd Bank 0 MultiROM and website.
Thcse references lead students to extra activities and
exercises that li nk in with what they have just studied.
The Workbook has these Study Link refcrences:
thc Student's Book Grammar and Vocabulary Banks.
thc MultiROM .
the student's website.
The Teacher 's Book has Study Link references to remind you
where thcre is extra materia l available to your students.
o
o
o
9
Student's Book organisation
The Student's Book has seven Files. Each File is organized like this:
A. B, and (lessons Th ree two-page lessons wh ich form the core material of the
book. Each lesson presents and practises Grammar and Vocabula ry and has a
Pronunciation focu s. There is a balance of reading and listen ing activities, and
lots of opportunities for spoken practice. These lessons have clear references 0
to the Grammar Bank and Vocabulary Bank at the back of the book.
Practical English Two-page lessons which teach functional language and
vocabulary (aspects like telling the time or asking directions). The lessons
feature interviews with people in the street, and link with the New Ellg/ish Fife
Beginner DVO.
Revise & Check A two-page section - the left and right-hand pages have
different func tions. The \Vbat do you remember ? page revises the Grammar,
Vocabular y, and Pronunci ation of each File. The What can you do? page
provides Reading, Writ ing, Listening, and Speaking 'Can you ... ?' challenges to
show students what they can achieve.
! After File 7 a two-page board game provides revision of the language covered
in the book. This gives students a chance to review what they have lea rned and
assess what they can now do in English.
..
:;---
-~
=
~--
--
The back of the Student's book
!n the back of the Student's Book you'll find these three Banks of material:
Grammar Bank (pp.88-l ol )
Two pages for each File, divided into
A-C to reflect the three main lesson s.
The left -hand page has the grammar
rules and the right-hand page has two
exercises for each lesson. Students arc
referred 0 to the Grammar Bank when
they do the grammar in each main A, B,
and C lesson.
--;;,..--=-
~.
..- .-.. . ,8, ..
~~
.
",j,
.
i~
; .:- =.".:=...:.-
Vocabulary Bank (pp. 102- 116)
An active picture d ictionary to help
students learn, practise, and revise
key words. Students arc referred 0 to
the Vocabulary Bank from the main
lessons. The Vocabulary Bank includes
an irregula r verb list (p.116).
r"--
~
._-
.~ . A.
-
."'=.
-
--'
-
-
~",---
.~=
:
... -- ------,..------......_....,
-----
.
Sound Bank (pp.1 17- 119) A three-page
10
~--.
Ii-I
"
~--
sect ion with the El1glish File sounds
chart and typical spellings for all
sounds. Students arc referred 0 to the
Sound Bank from the Revise & Check
lessons.
,-
- 0-
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.
~
•
....
~-
:''!o.
' ,...
r;:-~~
_ $:
ii .
~~ e.;:
~:
,
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--
You'll also find:
• Communicatio n activ it ies
(pp.76-8 I )
Information gap activit ies and
roleplays.
• Listening scripts
(pp.82-87)
Scripts of key listenings.
More for students
More for teachers
New English File Begillller gives your
New English File Beginner gives you everything you need to teach motivating,
enjoyable lessons, to save you time, and to make your life easier.
students everything they need for
successful learning and motivating
home study.
Workbook Each A- C lesson in the
Student's Book has a two-page section
in the \Vorkbook. This provides
all the grammar, vocabulary, and
pronunciation practice and revision
students need . Each section also has:
• Words and phrases to learn , which
revises vocabulary from the lesson
which is not in the Vocabulary Bank.
• Listen and repeat, where students
listen and repeat dialogues which
incorporate key language from the
lesson. (The audio for these is on the
MultiROM .)
Each Practical English lesson also has a
two-page section in the vVorkbook, and
incllldes full practice of the functional
language students have learnt.
There v\'orkbook is available with and
without key.
MultiROM
-
ENGLISH
FlLI
IECoINNll
The MultiROM works in two ways:
• It's a CD-ROM, contain ing
revision of Grammar, Vocabulary,
Pronunciation, Words and phrases
to learn, and Practical English (with
more video interviews) .
• It's an audio CD for students to use in
a CD player. It has the audio material
for the Workbook 'Listen and repeat'
activities.
Studenfs website
www.oup.com/eIVenglishfile/beginner
Extra learning resources including:
• grammar exercises
• vocabulary activities
• pronunciation practice
• Practical English activi ties
• a vocabulary calendar
• the Study Link learning record
Teacher's Book The Teacher's Book has detailed lesson plans for all the lessons.
These include:
• an optional 'books-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 more accessible for slower learners.
All lesson plans include keys and complete listening scripts. Extra activities are
colour coded in purple so you can see extra material at a glance when you're
planning your classes.
You'll also find over 70 pages of photocopiable materials in the Teacher's Book:
Photocopiable Grammar activities see pp. 121 - 152
There is a photocopiable Grammar activity for each A, B, and C lesson and a
revision activity for each File. These provide extra grammar practice, and can be
used either in class or for self-study.
Photocopiable Communicative activities see pp. 153-190
There is a photocopiable Communicative activity for each A, B, C, and Practical
English lesson. These give Milcleng extra speaki ng practice.
Photocopia ble Vocabulary activities see pp.191-199
There is a photocopiable Vocabulary activity for each File. These provide extra
practice using new vocabulary, and can be used either in class or for self-study.
Photocopia ble Song activities see pp.200-208
New English File Begiuuer has a song for every File in the Teacher's Book.
AH the photocopiable material is accompanied by clear instructions and keys.
Photocopiable Test and Assessment activities see CD-ROM in the back of this
book
Complete tests as PDFs and Word documents, new listening material, and CEF
assessment material.
~ ~.~~. ,~~;r:
DVD The DVD contains short
interviews with members of the
publ ic answering quest ions from the
Practical En glish section of each File.
All the interviews are unscripted and
provide an opportunity for students
to practise listening to English spoken
at a natural speed. Each episode
can be used with the tasks in the
Student's Book People in the street sections of the Practical English lessons as
an alternative to the Class CD.
The New English File Beginner package also includes:
• Three class audio C Ds
These contain all the listening materials for the Student's Book.
• Teacher's website
.~~"
J
wwwoup.com/eIVtea(~er/engllShlile
This gives you extra teach ing resources, including
- a guide to New English File and the Common European Framework
- Common European Framework mapping and Portfolios
- wordlists
- the Study Link learning record
-listening scripts
- extra teaching ideas and material
II
CEF mapping documents and PQ rtfo lios :I re :lv:l ilable fo r download on the
Engli$II File Teacher's site, www.oup.com/elt/teacher/englishfil e.
Whot is the CEF? Whot ore its oims?
Whot ore the CEF levels?
The CEF, developed by the Council of Europe, encourages
us to learn languages and develop our abi lity to
coml11Unicllte with people from other countries and
cultures, It consists of a carefully developed descriptive
framework, It has educational and social aims - these are
very often closely linked, and include the following:
• to encourage the development of language ski lls, so that
we can work together more effectivel y.
• to cncour
• to ex.unine and define what we can do with a language.
• to help us compare the language levels of individuals in
an accurate and impartial way. across different countries,
educa tion systems, ages, and cultu res.
• to encour:lge learner :Iutonomy and lifelong learning.
• to promote a coherent approllch to language teaching
- not by imposi ng a system, but by encouraging the
sharing of ideas.
There are six global levels in the CEF. Behind these levels
are a very large number of competences which make up a
person's language ability - these are defi ned by 'descriptors'.
Th~ levels are intended to be common reference points.
It's importan t to remember that they are purely descriptive
- they don't necessarily correspond to a yea r of study. or
to 100 hours of study. Everyone has different :Iims and
le:lrlls at differen t speeds, in diffe rent envi ronments, and
in different ways. The CE F is carefu l to point out that the
levels are not 'linear' - that is, the time needed to move
from A1 to A2 may not be the same as that needed to move
fro m 8 1 to B2 or Cl to C2. and progress from level to level
slows down as we move up the levels.
A real strength of the CEF for students is that it focuses on
the positive - on what students can do, not on what they
can't do. All levels of performance from A1 upwards are
valued, and students should feel positive about the growing
list of things that they know they ca n do.
profi cient
independent
basic
(2
This level doesn't equal 'native speaker' mastery - though a student at this
level would be a very successful learner who can use a language with real
precision and fl uency.
C1
At this level students command a wide range of language.
B2
This level is where language use begins to become more 'abstract', for
example givilg opinions, summarizing a short story or plot or giving
detailed instructions.
BI
At this level students can maintain a conversation and express
ideas. They can also begin to deal with problems and situations
where they meet unpredictable language.
A2
AI
This level has lots of descriptors for social functions, for
example greeting people, asking about work and fret time, and
making invitations.
_
EnglIsh FlIt
II
which includes descriptors like 'can say yes, no,
pieose, thank you', 'can use some basic greetings',
'can fill in uncomplicated forms'.
The CEFalso recognizes that there can be levels
between these six global levels, like A1+, M+, 8 1+,
and 82+.
12
This is the 10west level of 'generative language use' - students
can interact in a simple way and ask and answer simple
questions.
For a breakdown of the six global levels
above, see chapter 3 of the CEF.
For detailed scales for each area of
competence, see chapter 4 of the CEF.
•
What is a Portfolio?
Is New English File CEF-compatible?
The European Language Portfolio is a document for
learners. It has three parts:
Yes, definitely. The CEF focuses on using language for
a communicative purpose, and so does New Eng/isll File.
The CEF encourages the development of the abili ty to
'do things' in a foreign language, not just to 'know about '
that language - though you also need to 'know about' a
language in order to function successfully in that language.
As the CEF says, ' ... a language learner has to acquire both
form and meaning'. For example, take the A 1 descriptor
' I can produce sim ple phrases about places'. In order to do
this, students need to have a range of vocabulary to name
places (restaurant, school, etc.) and to describe them (cheap,
good, etc.), together with simple grammatical tools to make
these words in to phrases (There's a very good restaurallt
rlcar aur schoo!), and accurate pronuncia tio n. New English
File tcaches the language and skills that students will
need in order to develop their range of communicative
competences.
• the Passport
• the Biograp hy
• the Dossier
The main aim of the Portfolio is to faci litate mobility
in Europe by presenting an individual's language
qualifications in a clear and comparable way. [t allows all
language and language-learning experiences (whether
in the classroom or not) to be recorded, and it should
be regularly updated . [n a teaching situation where a
coursebook is used over a year of study, we'd recommend
updating the Portfolio several times a year, perhaps at the
end of each term .
• The Passport
This is a summary of language-learning experience,
includmg time spent abroad, courses attended, books
used, an assessment grid for each language skill area
(graded from AI -e2l, and any certificates or diplomas.
It also outlines future plans for language learning.
The Passport shows at a glance the user's current level
of language proficiency in different languages.
• The Biography
This summarizes the learner's language-learning
history, including languages they've grown up with,
their language- learning experience at school and
univer.;ity, and how they use their languages now. It
helps learners plan their learning by asking them to
reflect on how and where they learn languages, and how
they can develop autonomous learning.
The Biography also contains the CEF checklists fo r
self-assessment.
• The Dossier
This is a collection of pieces of personal work of
different kinds which illustrate what the learner has
achieved in different languages. Thi s work could
include written work from a course (for example from
the Writing sections of New English File Beginner), selfassessment sheets, and audio and video recordings anything that can 'prove' the learner's language history
and level.
Here are some examples of how New English File fits with
the aims of the CEF:
• The Study Link feature, which helps students find extra
help and extra practice. The CEF states that learners need
to take responsibility for planning and carr ying out their
own learning, and that they need to 'lcarn to learn: One
of the main obstacles to autonomous learning is that
students don't know what to do, and Study Link helps (0
make it clear. There are rcgular Study Link references to
the Grammar Bank, the Vocabulary Bank, the MuitiROM,
and the student's website.
• A Grammar, Vocabulary, and Pronunciation syllabus
that gives students the linguistic com pctenccs they need
to be able to communicate successfully.
• Regular receptive and productive work in the four skills
- every lesson has speaking activities, and every File has
listening, reading, and writing - the emphasis is on what
students do with English.
• Clear lesson aims for each lesson, so learners know what
the lesson objectives are.
• The Practical English lessons teach students language for
performing essential everyday functions such as asking
for directions, asking opinions, and S<1ying the date. The
lessons include real interviews in which people in the street
answer questions connected with the topic of the lesson.
This controlled in troduction to authentic English (nativespeaker and non-native speaker) builds students' receptive
skills at the same time as building their confidence.
• The What can you do? pages at the end of every File,
which ask students to see what they can ach ieve with the
language they've studied.
• The Etlglish File pro nunciation pictures - these help
students to work on pronunciation autonomously, and
to use dictionarics morc effectively.
• A Workbook, MuitiROM, and Student's webs ite which
all give students extra practice and learning resources.
• A Teacher's Book which gives you all the support yOl1
need, including extra photocopiable material and ideas
so you can respond to your students' needs.
Remember - you can fi nd full CEF mapping and Portfolio
documents at www.o up.com/eItlteacher/englishfiIe.
13
G verb be: I and you
V numbers 0-10
P word stress; /hi, I;)u/, and 101
Hello!
,.,"'
File 1 overview
In this first File (lA - Ie) 55 arc gradually introduced to all
forms of the verb be. In IA the 1 and you fo rms are presented,
in IB 55 learn the he, she, and it form, and in IC they learn
the plural forms (we, you, and they) and practise the negative
forms for all persons. In Practical English I 55 learn to use
the alphabet and to understand simple instructions in the
classroom.
Lesson plan
The first lesson int rod uces 5S to basic greetings, and the I and
forms of the verb be in positive scntences, questions, and
sho rt answers. The context is a British student arriving late to
class on the fi rst day o f a course. The activities here also help
your 5S to get to know each other's names. In Vocabula ry, 55
learn numbers 0 to 10. In Pronunciation, they arc introd uced
to the concept of word stress through 'international' twosyllable words, e.g. taxi, hotel, and also to the New EI/glish File
system o f teaching the sou nds of English.
YOIl
Optional lead-in (books closed)
• introduce yourself to the class. Say Hello. I'm ( .. J twice.
Repeal your name and write it on thc board. Then look at
one student and say Hello. 1'1/1 ( .. J. Wait for him/her to
respond. At this stage do not correct anything they say. If
the student fails to respond, move onto another student
until )'ou get the right responsc. Prai ~e SS when they
respond. Say Good or Very goo(/ as often as is neccssmy.
Repeat this process with ot her 55 round the class. This
activity wilt break the icc with your class on the first day.
• YOli may wish llOW, or at some stage in this lesson, to do
the pholocopiable activity Classroom language on p.161
(instructions on p.153). This teaches essential phrases that
SS L<1lI u.)c in every lesson, such as ExL/lSe me, \\llw(s ... III
Ellglish?, I dOIl't IIlIderstalld, etc.
Molly
Harry
A
""
Rob
CO l Track 02
Hi , I'm Molly.
Hi, I'm Hllrry.
Hello, I'm Ann Polter.
Hello, I'm Rob Jones.
• Depending on the size of you r class get all o r some 55 to
repeal ind ividually.
• Point out that /,; and hello mean the same, but that IIi is
1110re informal.
b • Focus on the speech bubble. Demonstra te by saying
Hel/o, I'm (name + su rname). Then elicit Hello, I'm ( .. J
from all the 55. If they are having problems, stop to drill
the pronunciation of hello and /'m with the whole class
before conti nuing.
Hello is also sometimes written !wllo or (less frequently)
'111110 but the pronllnciation is normally Ih;")'I;")o/.
.A
c .
1.2 Focus on the pictures and the two dialogues. Play
the CD o nce fo r SS to listen and read. Go through the
dialogue making sure the meaning is clear to 5S. Some
rf may want to do this in Ll. (See Introd uction on p.8
fo r comments on use of mother tongue.)
• Focus on Excuse me/Sorry/Sorry? Write the three phrases
on the board. Elicit the meaning and use of Excuse me
(for politely attracting SOmeone's attent ion ) by giving
an example with o ne student. Say Excuse me. Are you
(wrong name)? Then elicit the meaning and lise of Sorry
(to apologize) by knocking a stud ent's pencil on the
floor. Finally, elicit the meaning and use of Sorry? (to ask
for repetition) Say Are YOII (name)? to one student and
pretend not to he'lf by putting your hand to your ear.
A You can also say PardOIl? when you want SOmeone to
repeat someth ing. If you personally as a T tend to say
Pardon? it m ight be wo rth tcach ing it here 01,) well. If so,
model and drill the pronu nciation /' po:d:ml .
,.~
I LISTENING & SPEAKING
Receptionist
Tom
Receptionist
a .
1.1
Books open. Demonstrate th is by opening your
own book and saying Opel/ your books. 5ay the page
number and write it o n the board. Focus o n the four
photos and the speech bubbles by pointing at your book
and s,1ying Look at the pllotos. Then tell 55 to listen and
repeat. Demonstrate /islell by putting your hand to your
ear, pointing to the CD player, and saying LiSlcll.
• Play the CD once for 5S just to listen. Then play the
recordi ng again for S5 to repea t in chorus, allowing
time for them to repeat.
A If you find the repeat pauses aren't long enough, use the
pause button on your CD pla),er. Encourage S5 to try to
cop)' the rhythm. Getting the rh ythm right is one of the
most important aspects of good pronunciation.
Tom
Recept ionist
Tom
Receptionist
Tom
2 Tom
Teacher
Tom
Teacher
Tom
Teacher
Tom
d.
14
COl Track 03
Hello. What's your name?
Tom.
Are ),Oll Tom Banks?
No. I'm not. I'm Tom King.
You're in room 2.
Sorry?
You are in room 2.
OK. Than k you .
Excuse me.
Hello. Are yOll Tom?
Yes. Nice to meet you.
Nice to meet yOll.
Am I late?
Yes, )'Oll are.
Sorry!
U Play dialoglle I on the CD and get 55 to repeat
each phrase in chorus. Encourage S5 to copy the
rhythm. Modclthe phrase yourself if S5 arc not copying
the rhyth m correctly.
• Put 55 in pa irs, A and B. Demonstrate that they are
going to practise the dialogue. Give each student a role.
Demonstrate the activity with a good pair. Now ask 55
to practise the dialogue. When they finish, tell them to
change roles. Listen for pronunciation mistakes and
write them on the board. then mode! an d drill them
with choral and individual repeti tion.
!.l\
,
.
CDI Track 04
Receptionist
Tom
Receptionist
Tom
Receptionist
Tom
Receptionist
Tom
1.4
Hello. What's your name?
Tom.
Are you Tom Banks?
No, I'm not. I'm Tom King.
You're in room 2.
Sorry?
You are in room 2.
OK. Thank you.
Repeat for d ialogue 2.
tot
CD I Track 05
2
Tom
Teacher
Tom
Teacher
Tom
Teacher
Tom
Excuse me.
I Iello. Are you Tom?
Yes. Nice to meet you.
Nice to meet you.
Am I late?
Yes, you are.
Sorry!
exira ,hallenge
Ask one studen t in each pair 10 close their book and
respond to their pa rtner fro m memory. A reads hi slher
lines a nd B respo nds from memor y. Then 55 swap roles.
You'rc in room 2.
Am J late?
Arc you Holly?
on the second example. Explain that you're is the
contraction of two words. Elicit that the missing word
is are. Write Yotl're = You are on the board. Establish
a gesture 10 remind 55 to contract verb forms, e.g. a
scissor or concertina gesture.
• Highlight and drill the pronunciation of I'm lauul and
you're Ij:J;/.
b • Before 55 go to Ihe Grammar Bank you could teach
them the words positi . . e, l1egative, and questioll . This can
be done in English by writing symbols on the board :
positive
B = negative
ill = question
You could explain this in Ll if you prefer.
• Tell 5S to go to Grammar Bank IA on p.88. You may
need to write the page number on the board. Show
55 thaI all the grammar rules and exercises arc in this
section of the book.
•
1.S 55 will be repeating all the sentences which are
highlighted in the chart on p.88. Play the CD and ask
55 to listen and repeat the example sentences. Use the
pause button as necessary.
I±I =
Yes, you are.
Yes, 1 am.
No, you aren't.
No, I'm not.
• Go through the rules with the class using the expanded
information in the G rammar notes below to help you .
You may want to usc Ll here if you know it.
Grammar notes
• In English we al ways use a name or p ronoun with the
verb.
• 1 is always written with a capital letter.
• There is only one form of ),011. There is no formal and
informal form, unlike in many other languages.
• Native and fluent speakers of English nearly always use
contractions in conversation.
• The subject usually changes position in questions in
Engl ish.
• You can answcr a question with a short answer in
English instead of answer ing just yes or Ito . Emphasize
that you are in the positive short answer is no t
contracted.
A The YOIl form of the verb be has possible negations:
}'Oil aren'l and you're '101 . Both forms arc common, but
we recommend you teach only YOlI Men't so as not to
confuse 55.
""'0
• Focus on the exercises for lA on p.89. You may want
to get 55 to do these in pairs or individually and then
compare with a partner.
• Check answers.
a
I'm 2 You're 3 I'm 4 Yo u're
b l B '1ll
4 A Are B am
2 A Am B are n't
5 A Am B are
3 AAre B no t
2 GRAMMAR verb be: I and you
a • Focus on the chart. Highlight that I'm is the contraction
of two words. Write 1'111 = 1 am on the board . Focus
CDI Track 06
! ,'"'
I'm Rob.
fiitf!fI!ttl. 55 can find more practice of this grammar
on the MuitiROM and on the New English File Beginner
website.
• Tell 55 to go back to the main lesson on p.5.
3 VOCABULARY numbers 0-10
a.
1.6 50me 55 may already know some numbers in
English, but real beginners arc unlikely to know the
correct pronunciation or spelling. Write t he numbers
(in numerals not words) from 0 to lOo n the board and
focus on the photo.
• Play the CD once and ask SS the question What are the
/lllIl/bers? Circle the numbers (1,2,3) on the board as
SS say them.
1,'-"
CDI Track 07
fo.tan
One two three, one two three, one two three.
Woman Ow!
Man
Sorry!
• Try to elicit the numbers 4 to 10 and 0 by pointing to
the numbers you have w ritten on the board. For 0 teach
zero /'zTdr:lo/.
15
b • Tell SS to go to Vocabulary Ba nk N umbers on p.I02.
Write the page number on the board. Highlight that
these pages (Vocabulary Banks) are their vocabulary
section where they will first do all the exercises as
required by the Student's Book, and will then have the
pages for rl'fl'rf"ncf" to help them remember the words.
• Focus on part A Numbers 0-10.
•
1.1 Focus on the instructions for a. Play the CD and
get SS to repeat the numbcrs in chorus. Use the pause
button as nccessary. Then drill with individual SS.
• In the Vocabulary Ba nk the phonetic transcriptio n is
givcn for words whose sound-spelling relationsh ip is
irregular. Explain this to SS, and tell them that they will
be learning the phonetic symbols gradually througho ut
the course, but not to worry about them for thc time
being. Word stress is also marked (by underlining) on
multi -syllable words.
• Focus on the instru ctions for b. Ask S5 to cover the
words and say the numbers. They could do this with a
partner.
• Mon itor and help. Make a note of any pronunciation
problems they arc having. Point to the numbers on
the board and model and drill the ones that 5S fi nd
d ifficult
zero one two three
eight nine ten
four
five
six
COl Track 08
seven
'itTft[lj!1fi' 5S can find more practice of these numbers
on the MultiROM and on the New English FIle Beglllller
website.
• Tell S5 to go back to the ma in lesson on p.5.
c • Count round the class from zero to ten. Poi nt to SS at
random and encourage them to cou nt a little bit faste r
each t'ime you start from zero. Then count backwards
from ten to zero.
Get 5S to count up and down in twos, i.e. 2, 4, 6, etc.
Focus 011 the in .~ lrIl c rion s and demonstrate by
saying IwO numbers yoursel f and el ici ti ng the next one
from the chlss. Then play the CD and pause after the
next pair of nllmbers. Ask S5 what the next number
is. Make sure S5 are clea r what they have to do before
continuing.
• Play the rest of the CD and give 55 time to say the next
number.
• Repeat the activity, Ihis time getting individual 55 10
respond
1.8
" .~
1,2, ... 3
7,8, ... 9
6,5, ... 4
6,7, ... Ii
3,2, ... 1
9,8, ... 7
4,3, 2
8,9, ... 10
,
COl Track 09
3,4, ...
2, 1, ... zero
Extra idea
Give 55 more practi ce by doing simple sums with them on
the board.
16
a • Focus o n the information box (or write the words on
the board ) and d emonstrate how one of the syllables
in these words is pronounced more strongly than the
other. Say each word both ways (Listen and li STEN,
REpeat and rePEAT ) a nd ask 5S which way is righl
(Listen and rePEAl'),
• Highlight the points in the Pronunciation notes
below. YOll may want to use Ll here if you know it.
The informat ion in these notes is primarily for TT's
reference. Decide how much of it you think would be
useful for your S5 at this stage of the course.
Pronunciation notes
• In all multi -syllable English words one syllable is
stressed more th'lIl the other syllable(s) . There ,lren't
any firm rules governing this, although th e majority of
two-syllable words are stressed on the first syllable.
• The number of syllables a word has is determined
by the way it is pronou nced, not by how it is written,
e.g. /lice = o ne syllable, not two, becausc the e is not
pronounced .
• There are no wri tten accents in English. A dictionary
shows which syllable in a word is stressed, e.g. sorry
I·sori/. The syllable after the apostrophe is the stressed
one.
• 5S need to be ca reful with the pronunciat ion of wo rd~
which arc the sa me or similar to ones in their language
as the Slress pattern may be different.
•
1.9 Foclls on the international words. SS will
probably recognize them and know what they mean.
Give S5 a minute to match the words and the photos
in pairs. Play the CD for 55 to check their answers (Sft'
listening script 1.9).
COl Track 10
1;9-"
Extra [hallenge
d.
4 PRONUNCIATION word stress; I h/.foo/,
and IDI
2 taxi
3 coffee
4 hotel
5 photo
b • Now focus on the in ternational words again. Play the
CD and ask SS to listen and repeat.
• Explain that you arc going to play the CD again and
YOll want 55 to u nderline the stressed syllable in each
word. Demonstrate this by underlining L1 - and -PEAT
in lis/en and repelll on the board. Teach SS 'syllable one'
and 'syllable two' for them to use when Ih ey feed back
their answers.
• Write the words on the board. Play the CD, pausing
and replaying as necessary as 55 underline the stressed
syllable. Get S5 to com pare their answers with a part ner.
Then play the CD agai n and elicit answers (,syllable
one' or 'syllable two'), and undcrli ne the correct syllable
on the board.
• Encourage 55 to mark the stress on new words by
underlining the stressed syllable.
~ffee
i2M.to
ho1.ct
l.axi
Pronunciation notes
• (5ee Introduct ion p.B for a full explanation of the New
EI/glish File approach to leaching sounds and phonetic
symbols through the usc of'sound pictures'.)
• The majority of consonants (e.g. b, c, d, etc.) in English
have only one pronunciation.
• All vowels (a, e, i, 0, u) can be pronounced in more than
one way, e.g. 0 is commonly 1:)01 or 101, but can also be
fAl or 1:)/.
• You may want to highlight to 55 the following soul1dspelling patterns:
Ihl
II at the beginning of a word is pronounced
Ih/, e.g. hello. (There are a few exceptions, but
apart from hour these arc not relevant for 55
at this level.)
1:)01101 single 0 (not double 0) is most commonly
pronounced 1:)01 or 101, e.g. 110, not.
1:)01
a + consonant + e is usually IJo/, e.g. phone.
• lJouble consonants e.g. helio, sorry, coffee, are
pronounced the same as single consonants.
1.10 Focus on the three sound pictures house, phone,
and clock. Write the words on the board. lell 55 tha t
they arc example words to help them to remember
English sounds.
• Explain that the phonetic symbol in the picture
represents the sound. Phonetic symbols arc used in
dictionaries to help learners pronounce words correctly.
• Focus on the sound picture for house and model and
drill the word and the sound Ih/.
• Repeat for the other two sounds and words (phone and
5 SPEAKING
• Focus on the flow chart. Model and drill the dialogue
on the left side with a student whose name you
remember. Repeat with two other S5.
• Model the right side of the dialogue with a student
whose name you pretend to have forgotten. Repeat
with two other 5S. Ask a different studen t to model the
dialogue with a student silting all the other side of the
class. Repeat with two more pairs.
• Ask SS to practise the dialogues with the people sitting
next to them following the flow chart.
• Get SS to get up and roleplay the dialogue from
memory with other 55.
• Monitor and help, dealing with any general
pronunciation problems at the end .
Extra support
Tell 55 to close their books. Elicit the two dialogues onto
the board . They can refer to this during the activity if they
can't remember the phrases.
Extra idea
Before they start you could put music on. When the music
stops, the SS should do their roleplay with the person
neaTest them .
c.
clock).
• Now focus on the example words after each sound
picture. Explain that the pink letters arc the same sound
as the picture word.
• Play the CD for 55 to listen . Then play it again pausing
after each word for SS to repeal
1,1'0)
house
phone
clock
CDI Track 11
Ih/
1;'01
101
hello, hi, Harry, hotel
no, OK, hello, hotel
not, sorry, coffee, Molly
Focus on the words and phrases to learn. Make sure SS
understand the meaning of each phrase. If necessary, remind
SS of the context in which they came up in the lesson . If you
speak your 55' Ll, you might like to elicit a translation for
the words/phrases for the 5S to write next to them.
SS can find more practice of these words
and phrases on the MultiROM and on the New ElIglish File
Begilmer website.
.iM!!1!tj1.
Extra photocopiable activities
Classroom language
p.l6l
(instructionsp.lS3)
Grammar
be: I and you p.123
Communicative
Ni(e to meet you p.l61 (instructions p.lS3)
.ilTftfl lffl •
SS can find more practice of these sounds
on the MultiROM and on the New English File Beginner
website.
d . 1.11 Focus on the sentences and play the CD just
for 5S to listen. Then play the CD for SS to listen and
repeat.
• Tell SS to practise the sentences in pairs. Monitor and
help with any pronunciation problems
~I
'"
Hello. Harry's Hotel.
WORDS AND PHRASES TO LEARN
Homework
.i@fljlffl'workbook pp.4
S
CO l Track 12
Oh no! The phone!
Arc you Molly? No, sorry, I'm nOL
17
G verb be: he, she, it
V cou ntries
P sentence stress; 11/ and I
Where are you from?
Lesson plan
In this lesson 55 continue with the verb be and here they
learn the he, she, and it form . In the first part of the lesson
SS learn twelve country words. !-Ie is, She is, and II is are
presented through a dialogue about whe re two actors
are from. Pronunciation introduces SS to the concept of
sentence stress, and practises the I!/ and lUll sounds. Finally,
in the speaking activity SS guess the nationality of actors who
are very famous in their country, but probably less famous
internationally.
Note that because SS are beginners we have restricted the
number of countries taught in the Vocabulary Bank to
twelve, and these same countries are then recycled and
revised in sLbsequent lessons. Teachers may also want to
teach SS their own and neighbouring countries if these do
not appear in the Vocabulary Bank.
Optionall.ad-in (books closed)
- Pin a wo rld m ap to the wall. Poi nt to S5' country/countries
and elicit the name(s). \-Vrite it/them on the bo ard .
• Point to Italy, Ja pa n, Turkey, and Poland and el icit their
names. Write them o n the board.
• Drill the countries again with individual S5, either with
the CD or modelling yourself.
• Focus on the information box and go through it with
the class. You may want to explain that the United
Kingdom = England, Scotland, Wales, and Northern
Ireland .
- Focus on the instructions for h . Show 55 how to cover
the words (three by three) with a piece of paper.
• Monitor and help. Listen for any general pronunciation
mistakes. \.-\Irite the words on the board, and model and
drill them with choral and individual repetition .
- Focus on c. Teach 5S the name of their country if it is
not in the list. Write it on the board and model and drill
the word. Tell SS to write it in the space.
'i@[Ij!fflls5can find more practice of these words on
the MultiROM and on the New English File Begilmerweh~ite.
- Tell 55 to go back to the main lesson on p.6.
d _ 1.14 Focus on the dialogue. Play the CD once. Then
play it again, pausing after each line for 55 to repeat.
Encourage them to get the rhythm right, stressingfrolll
in the question but not in the answer. 55 will focus on
sentence stress in more detail in Pronunciation.
a _ Books open . Focus on the four countries and the photos
and ask SS to match them.
A If the words for these countries arc very different in
your 55' Ll , yOU may need to first establish where/what
theyarc.
I Turkey
b.
2 Poland
3 Japan
4 Italy
1.12 Play the CD for SS to check their answers. Elicit
the meaning of Where is it? and write the question on
the boad
CD I Track 13
1.12
Where
2 Where
3 Where
4 Where
is it? Turkey.
is it? Poland.
is it? Japan.
is it? Italy.
1.ll
Brazil China England Hungary Italy
Mexico Poland Russia Spain Turkey
Ihe United States
A Where are you from?
B I'm from England.
A Where in England?
B ['m from London.
• Elicit/explain the meaning of each phrase.
e _ Put SS in pairs, A and B. Demonstrate that they are
going to practise the-dialogue. Give each student a role.
Demonstra te the activity with a good pair.
• Now ask SS to get up and practise the dialogue with the
other SS using their own count ries and cities.
Extra idea
If you r SS all corne from the sam e place, ask them to
choose a d ifferent coun try and city.
c _ Tell 55 to go to Voca bulary Bank Countries and
nationalities on p.IOJ. Write the page number on the
board.
•
1.13 Focus on the instructions for a in part A
Countries. Play the CD and get 55 to repeat the
countries in chorus. Use the pause button as necessary.
Highlight the word stress and the pronunciation of the
more difficult words whose pronunciation is written in
phonetics.
18
CDI Track 15
1.14
1 VOCABULARY countries
CO l Track 14
Japan
2 GRAMMAR verb be: he, she,il
a .
1.15 Focus on the photo and the dialogue. You could
ask SS in their 1.1 if they've seen the film . Elicit the
meaning of a good film and fantastic. Then tell SS to
listen to and read the dialogue and complete the spaces
with a country.
• Play the CD once for SS to complete the dialogue.
• Play the CD again, pausing after each space for SS to
check their answers.
I Mexico
2 Mexico
3 Spain
a 1 It's 2 She's 3 He's
7 It's 8 She's
bIB isn't, '5
2 A '5, Is B is
3 A Is B 's
4 A 's B 's
5 A Is B isn't, 's
CD I Tracks 16/17
B
A
B
A
B
Where's he from?
He's from Mexico.
Is she from Mexico too?
No, she isn't. She's from Spain .
[s it a good film?
Yes, it is. II's fantastic.
b _
1.16 Play the CD again, pausing for 5S to listen and
repeat. Elicit/explain the meaning of /00 .
e _ Put SS in pairs, A and B. Demonstrate that they are
going to practise the dialogue. Give each student a role.
Demonstrate the activity with a good pair. Now ask SS
to practise the dialogue. \-Vhen they finish tell them to
change roles. Monitor and help. \Vrite and correct any
pronunciation mistakes on the board.
d _ Focus on the pictures. Ask he, she, or it? for each picture.
Tell SS to complete the spaces.
I he
2 she
e _ lell 5S to go
-
10
3 it
Grammar Bank I Bon p.88.
1.17 Plc.y the CD and ask 55 to listen and repeat the
example
I.~~
COl Track 18
He's from ltalr.
She's from Spain.
It's from China.
Is he late?
Is she from Turkey?
Is it good?
Yes, he is.
Yes, she is.
Yes, it is.
No, he isn't.
No, she isn't.
No, it isn't.
\¥hat's your name?
Where are you from?
Where's he from?
_ Go through the rules with the class using the expanded
information in the Grammar notes below to help you.
You may want to use Ll here if you know it.
Grammar notes
_ In English Ire is used for a man and she for a woman. It
is used for everything which is not a man or a woman,
e.g. things, countries, places, buildings, etc. Animals are
often it but can also be he or she if they arc yours and
you know the sex.
_ Remind SS that in conversation it is more comrnon to
use contractions.
_ Point out that is is contracted in conversation after
question 'Nords, e.g. What's your Iwme? Where's he from?
but are isn't contracted in Where are YOIl from?
A The he/sIJe/it form of the verb be has two possible
negations: lie/she/it isn't and he/she/it's not. Both forms
are common, but we recommend you teach only he/she/
it isn't so as not to confuse SS. Only point this out if SS
ask about it.
4 It's
5 He's
6 5he's
.jffljfj@'55can fmd more practice of this grammar
on the MultiROM and on the New Ellg/ish File Beginner
website.
_ "Ie]] SS to go back to the main lesson on p.?
3 PRONUNCIATION sentence stress; hi and lall
a _ Focus on the questions and answers in the speech
bubbles, and model the sentences, exaggerating the
stressed words a bit so that SS can hear the rhythm
clearly. Highlight the points in the Pro nu nciation notes
below. You may want to use LI here if you know it.
Pronunciation notes
- In English the words that carry the important
information are said more strongly than others, e.g. in
Where are YOII from? wi/ere and from are pronounced
more strongly than are and YUII. Where and from are
important to understand the question. In the answer {'m
from ElIglaru/, I'm and England arc stressed because they
are important to understand the answer.
- To understand English you need to listen out for the
important, stressed words. To pronounce weI! with a
good rhythm 5S need to stress these words themselves.
Obviollsly the ability to do this will improve with time
and is not something SS can pick up immediately.
_ Drill the questions and answers in the sentence stress
box with choral and individual repetition.
- Focus on the exercise and give SS a few minutes to write
the sentences.
b _ 1.18 Play the CD for S5 to listen and check their
answers (sec listening script below)
1.18"'/ 1.19....
I
2
3
4
5
6
7
8
c _
CDl Tracks 19/20
Is she from Brazil? No, she isn't.
It's from China.
She's from Japan.
Is he from Turkey? Yes, he is.
He's from Spain.
Is she from Poland? No, she isn't.
She's from England.
Where's he from? He's from Hungary.
1.19 Play the CD again, pausing for S5 to listen and
repeat each phrase in chorus. Encourage 55 to try and
copy the rhythrn. You may need to stop and model the
phrase yourself if you notice that 55 arc not copying it
correctly.
_ Focus on the exercises for I B on p.89 and get 5S to do
the exercises individually or in pairs. If they do them
individually, get them to compare answers with a partner.
Check answCfS, getting 55 to read out the full sentences.
19
Pronunciation notes
b.
• You may want to highlight the following sound-spelling
rules:
/il
the letter i between two consonants is usually
pronounced III. e.g. fisl!.
lall in the combination i + consonant + e, i is usually
pronounced /al/, e.g. bike.
d.
•
A
•
•
•
Focus on the sound picture fish and write tlte
word on the board. Play the CD to model and drill the
word and sound (pause after the sou nd).
Now foctls on the words after fish. Remind 55 that the
pink letters are the III sou nd. Play the CD pausi ng after
each ....,ocd for 55 to repeat.
Highlight that Ellglalld has the II/ sound even though it
is spel t with an e. This is not a common sound-spelling
combination, though il does occur sometimes with
words like remember, repcM, etc.
Repea t the above process for bike.
If either or both of these sounds are difficult for yo ur
55, YO ll may want to model them yourself so that 55 can
see your mouth position.
Play thl;! C D for SS 10 listen. Then play it again pausing
for 5S to repea t
1.23 Focus on the sentcnces in a aga in. Explain that
SS arc going to hear only ~ of Ihe sentences and they
haw to tick the one they hear.
• Play the CD, pausing for SS to tick the sentences.
• Play the CD again fm 55 to check their ans_w_'.'.'._~_
I b 2 b 3 a 4 aSa 6 a
1.23\
1.20
c • Focus on the sentences in a again. Gct 5S to practise
5.1}'ing them in pai rs.
Extra challenge
Put SS in pairs, A and B. A read s a sentence and B says a
or h. Then they swap roles.
d • Focus on the photos, and the example speech bubble.
•
COl Track 21
101
1:..1
it, Italy, six, Mexico, England
China, I, five, nine, hi, nice
e •
'itTfttjm_ ss can find more practice of these sou nds
on the MuitiROM and on the New Englis/l File lJegimlCf
website.
e . 1.2T Focus on the sentences and play the C D just for
SS to listcn. T hen play the CD for 55 to repeat.
• Tell SS to practise the sentences in pairs. Monitor and
help with any pronunciation problcms
1.i~
It's frOIll Italy.
Liverpool is in England.
Hi. I'm fro m China. Nice to meet
4 LISTENING
a.
&
COl Track 22
)'OU .
SPEAKING
This section givcs SS practice in distinguishing
aurally between he and she and then trying to make
the dist inction themselves. Depend ing on you r 5S'
nationality many S5 will find this qu ite tricky.
• Focus on the sentences. Play the CD for SS to hear the
difference between the sentences
1.22
1.22"')
1 a [s he from Italy?
2 a She's (rom Russia.
3
4
5
6
20
a When!"s he from?
a It's from Spain.
a She's [ate.
a Where is he?
b
b
b
b
b
b
CO l Track 23
Is she from Italy?
He's from Russia.
\\'here's she from?
He's fro m Spain.
He's late.
Where is she?
COl Track 24
4 It's from Spain.
5 She's [ate.
6 Where is he?
I [s she from Italy?
2 He's from Russia.
3 Where's hc from ?
•
•
Explain that they are actors who are very famous in
their own cou ntries, but not intcrnationally (the actors
arc Oksana Akinshina, from Russia, and Rodrigo
S.mtoro, from Brazil ).
Tell 5S to first try to guess where the woman is from,
and elicit questions (Is she from Italy? etc.) Answer No,
slle isn't until 55 guess the right country. Then repeat for
the man.
Put SS in pairs, A and B. Tell thcm to go to
Communicatio n Guess tile cout/tries, A on p.76, B on
p.lS.
Go through the instructions and make sure 5S
understand whal they have to do. Stress that they
must con tinue asking Is he/she from ... ? until they have
gucssed the right cou ntry.
Tell 55 to go back to the main lesson on p.l.
WORDS AND PHRASES TO LEARN
Focus o n the words and phrases to learn. Make sure SS
u nderstand the mea n ing of cach phrase. If necessary. reminl'l
5S of the con text in wh ich they came up in the lesson. If you
speak your 55' LI , you might like to elicit a translation for
the words/phrases for the S5 to write next to them.
"Wtj@'SScan find more practice of these words
and phrases on the MuitiROM and on the Nelli Ellglish File
Brgillller website.
Extra photocopiable activities
Grammar
be; he, she, it pJ24
Communicative
Where are they from?p.163 (instructions p. 153)
Homework
'ittf![Ij!ffl' Workbook pp.6
7
G verb be: we, you, they; negatives (all persons)
V nationalities; numbers 11 -20
P word stress; lei, li :/, and lSI
We're from the USA. We're American.
Lesson plan
l~i4)
In this lesson SS complete their knowledge of the verb be.
Here they study the positive forms and question forms for
we,you, and they and the negative forms of all parts of the
verb. (In the two previous lessons, although they have seen
aren't, isn't, etc. in short answers, they haven't focused on
full negative sentences.) SS begin by learning the nationality
adjectives for the countries they learnt in IB. The grammar
is then presented through the context of a British family
checking into a hotel and meeting an American couple.
The pronunciation focus is on word stress in country and
nationality words.
In Speaking SS practise talking about what nationality
different people and things are, and finally learn numbers
11-20.
Optional lead-in (books closed)
• Give 55 a quick quiz on capital ci ties to revise the
coun tries they already know. Tell SS that you arc going
to say a capital city, and they have to say the country. You
could make this a team game by dividing the class dow n
the middle.
1 Warsaw
7 Mex ico C ity
2 Madrid
8 Lo ndo n
3 Beijing
9 Brasilia
4 Budapest
10 Rome
5 Moscow
11 Anka ra
6 Tokyo
12 Wash ington DC
I Poland
2 Spain
3 China
4 Hungary
5 Russia
6 Japan
7 Mexico
8 England
9 Brazil
JO Italy
II Turkey
12 the USA (the United States)
I VOCABULARY nationalities
a • Focus on photo number I and the speech bubble. Ask
the class Where is she from? and elicit Poland. Give SS
time to complete the other sentences. Check answers.
1 Poland
2 the Un ited States
3 Mexico
4 Ital
• Highlight the difference between country and
nationality, e.g. &Iand- Polish and the change in stress
between italy and l!iJ.lian
b • Tell SS to go to Vocabulary Bank Co untries and
nationalities on p.IOJ.
• Focus on part B Nationalities.
• 1.24 Focus on the instructions for a. Play the CD and
get SS to r~peat the countries and nationalities. Use the
pause button as necessary.
COl Track 25
Brazil. . Brazilian
China .. Chinese
England . .. English
Hungary ... Hungarian
Italy ... Italian
Japan .. Japanese
Mexico .. Mexican
Poland .. Polish
Russia .. Russian
Spain .. Spanish
Turkey .. Turkish
the United States .. American
the UK .. British
• Focus on the UK/British . Remind SS that the UK (the
United Kingdom) = England, Scotland, Wales, and
Northern Ireland. The official nationality for people
from these countries is British. If somebody is English it
means that they are both British and from England, not
Scotland, etc.
A Creat Britaill is also often used but technically refers to
the island including England, Scotland, and Wales, but
not Northern Ireland .
• Focus on the instructions for b , and get SS to cover
the tlags and to remember and say the countries and
nationalities. They could do this with a partner.
• Monitor and help. Make a note of any pronunciation
problems they are having. Write the words on the board
and model and drill the ones that SS find difficult.
• Focus on the instructions for c. leach SS how to say
their nationality if it is not in the list. Give SS time to
complete the space.
• Focus on the information box. Point out that the word
for nationality and language is usually the same but
not always, e.g. for the United States the nationality is
A.merican but the language is English, or for Brazil the
nationality is Braziliall but the language is Portuguese.
• Write the following sentence on the board and ask SS to
correct it: She's spauisil. (She's Spanish) to highlight that
these words must begin with a capital letter.
• Focus on the instructions for d . Give SS time to
complete the sentences. Ask individual 5S to say their
.entences.
'itTf!fJHbi SS can find more practice of these words
on the MuitiROM and on the New Erlglish File Begil/rler
website.
• Tell SS to go back to the main lesson on p.8.
,
c .
Focus on the instructions and the speech bubble.
Explain to SS thatthey are going to hear a man or a
woman saying I'm from + a country, and they have to
say the nationality using he's if it's a man and she's if it's
a woman.
• Play the first example, pausing for SS to say He's Spanish
in chorus. Continue with the other people on the CD.
Make a note of any mistakes in pronunciation and
co rrect them later on the board.
• Repeat the activity getting individual SS to respond.
1.25
21
us,
COl Track 26
J'le's Spanish.
from Brazil.. . She's 13razilian.
from Russia ... She's Russian .
from the United States ... He's American.
from Mexico.. I'ie's Mexican.
from Italy... She's Italian.
from Poland.. lie's Polish.
from Japan. She's Japanese.
from England .. l'Ie's English.
from China.. I'le's Chinese.
from Hungary .. She's Hungarian.
from Turkey.. He's Turkish.
I I'm from Spain..
I'm
3 I'm
.. I'm
:; ['m
6 I'm
7 I'm
8 I'm
9 I'm
10 I'm
I I I'm
12 I'm
2 LISTENING
&
READING
a _
1.26 Focus on the three pictures and get SS to cover the
cOllversations. Ask WllCre are they? to elicit (at a) hotel.
• Play the CD once for SS to number the pictures. Play
again if necessary and then check answers.
l C
1.26
2 A
I
3 B
A =An na, M = Mike, L = Li z. T = Travis
I J Hello. We're John and 5.\lly Clarke.
R Hello. You're in room 211 and they're in room 212.
S Thank you.
2 5 Hurry up. We're late.
A We aren't late. Breakfast is from
seve n to ten. And Mike isn't ready.
Hi. Are you American?
No, we arcn't. We're English.
Are you on holiday?
Yes, we are.
We're on holiday too. We're Liz and
Tr
3 L
M
L
A
L
b • Play the dialogues again while 55 read.
• NO\v focus on sentences 1-6 and give 55 time to re
few minutes to read the dialogue again and mark the
sentences right or wrong. Get them to compare their
answers with a partner's and then check answers.
2X
3.1
4X
5.1
6X
c • Focus on the example and the wrong answers in b. Give
55 a few minutes to correct the wrong sentences. Check
answers by getting 55 to read out complete sentences.
A Write the numbers of the wrong sentences on the board
so S5 know which ones to change.
I
2
4
6
22
.27 Play the CD aga in pausing aft er each dialogue
to el icit/explain any words or phrases that 55 don't
understand, e.g. hllrry up, breakfast, ready, too, goodbye,
bye, have a Ilice day.
• Highlight that bye is more informal than goodbye.
• Finally, play the CD pausing after each line for 55 to
listen and repeat. Encourage 5S to copy the rhythm o f
the sentences.
3 GRAMMAR verb be: we, you, they; negatives
(all persons)
a • I;ocus on the gram mar chart and highligh t that the fi rst
colu mn is fo r posit ive fo rms and the second colu mn is
for negative forms. Tell SS to look at the d ialogues and
give them two minutes to try and complete the chart.
• Check answers, writi ng the missing words on the boa rd.
I±l
Singular
I'm
Yo u're
He's
El
I±l
I'm 1I0 t
Plural
We're
You're
You aren't
He iSII't
They're
El
We arw't
You aren't
They aren't
COl Tr
1.27
J =Joh n, R = rc(;cptionist, S =Sally,
11
d.
10hn and SaUy arc in room 2 11 .
Breakfast is from sevcn to ten.
Liz and Travis are America n.
Liz and Travis are on ho liday.
b • Tell SS to go to Grammar Bank IC on p.SS.
•
1.28 Play the CD and ask SS to listen ,lJ\d repeat the
example sentences. Use the pause button as necessary.
CO l Track 29
1.28
We're American.
You're Japanese.
They're Hungarian .
Arc we late?
Arc you from Russia?
Arc they Mexi(;an?
Yes, you are.
Yes, we are.
Yes, they arc.
No, you aren't.
No, we are n't.
No, they aren't.
I'm not English.
You aren't late.
He isn't Brazilian .
She isn't from Hungary.
It isn't good.
\Ve aren't on hol iday.
Yo u aren't in room to.
They aren't from London .
• Go through the rules with the class using the expanded
infor mation in the Grammar notes below to hel p you.
You may want to usc LI here if you know it.
Grammar notes
• we,yolI, and they are plural pronou ns.
• we and YOIl can be used for men or wOlllen or both.
• The pronou n YOIl
• they can be used for people or things.
• Rem ind 55 that people normally use contractions in
conversation.
• Contractions arc D.Q! used in positive short answers, e.g.
Yes, tlley are NOT l'cs, I h ~ 'fe.
A Fo! wdyuu/liu:y there
to con fuse 55.
• Focus on the exercises for I e 0 11 p.89 and get SS to do
the exercises individually or in pa irs. [f they do them
individually. get them to compare answers with a
partner.
• Check answers.
a l We 21t 3 they 4 she 5 They
6 He 7 You 8 We
A Are B aren't, 're 5 A Is B isn't, 's
b
2 A Arc B are, 're
6 A Are Bare, 's
7 'm not
3 isn't
4 aren't
8 aren't
can find more practice of this grammar
on the MultiROM and on the New Ellglisll File Beghlller
website.
• Tell 55 to go back to the main lesson on p.9.
1.29 Focus on the instructions and the example. Then
play the CD and pause after the first sentence. Elicit the
negative sentence from 55.
• Play the rest of the CD pausing if necessary after each
sentence to give SS time to say the negative in chorus.
• Repeat the activity, this time getting individual SS to
respond
C.
CDI Track 30
1.29'
I I'm Hung;uian.
2 They're Japanese.
3 She's Brazilian.
4 We're English.
5 It's Italian .
6 You're American.
7 He's Russian .
['m not Hungarian.
They aren't Japanese.
She isn't Brazilian.
We aren't Eng[ish .
It isn't Italian .
You aren't American .
He isn't Russian.
You could play the CD once and ask SS to write the
negative. Then play the CD again and ask them to say it.
"ifflfilit1. 55 Can find more practice of this grammar
on the Mul tiROM and on the New English File Begillller
website.
4 PRONUNCIATION wDrd stress; l ei , l i: /, and lSI
1.30 Write Brazil and Brazilian on the board. Ask SS
to tell you which syllable is stressed in each word (the
second) . Teachlelicit the words tlJe sa nil' and write 5
next to thc words on the board.
• Repeat for China and Chinese (first/second). Teach/elicit
the word difJe rellf and write D next to the words on the
board.
• Focus on the instructions for the exercise. Play the CD
once, pausing after each pair for SS to underline the
stress and write 5 or D in the space.
• Get SS to compare answers with a partner and play the
C D again, pausing to check answers.
3 S
4DS S
1.30~
1 BraID BraIilian
2 China ChiillX,
3 .&.!!gland f.!!glish
4 !taly IL![ian
You could get SS to try to mark the stress first and then
listen and check.
b • Play the CD again and ask 55 to listen and repeat.
Pronunciation notes
• Tell SS that the two dots in the symbol /i:1 mean that it's
a long sound .
• You may want to highlight the following sound- spelling
patterns:
lei a single letter I' is ~ pronounced lei, e.g. tell.
Sometimcs the vowels ea also have this sound,
e.g. breakfast.
li:/ a single e is sometimes pronounced li:/ at the end
of a word, e.g. he, me. The vowels ee are always
pronounced li:/, e.g. three.
III
the consonants sll are always pronounced II I,
e.g. she. The letters tiol! also produce this sound,
e.g. nationality.
Make sure SS make a III sOllnd and not a lsi sound for
II I. If necessary, tell S5 that III is the sound of silence by
putting your finger to your mouth and sayi ng shhhhhh.
A.
c.
1.31 Focus 011 the sound picture egg and write the
word on the board. Play the CD to model and drill thc
word and sound (pause after the sound).
• Now focus on the words after egg. Remind SS that the
pink letters are the lei sound. Play the CD pausing after
each word for 55 to repeat.
• Repeat for the other two sou nds and words (tree and
sllOwer).
• Focus especially on sounds that are difficult for your
55 and model them so that 55 can sec your mouth
position Get SS to repeat these sounds a few times.
Extra SUPPDrt
a.
Extra challenge
1.1~
egg
lei
li:/
tree
shower III
CDI Track 32
Mexico, ten, scven, breakfast
wc, he, she, meet, three
she, Spanish, English, Russian,
nationality
41ifflfi@lss can find more practice of these sounds
on the Mu[ tiROM and on the New English File Beginner
website.
d . U2 Focus on the sentences and play thc CD just
for SS to listen. Then play the CD for 55 to listen and
repeat.
• Tell 55 to practise the sentences in pairs. Monitor and
help with any pronunciation problems.
1.,2\
CDl Track 33
Breakfast is from seven to ten.
He's Chinese.
She isn't Russian, she's Spanish.
6D7D8 S
CDI Track 31
5 &!ssia lillssian
6 HUIlHary Hungurian
7 Jalhlll Japa~
8 lill:kcy Thrkish
2J
5 SPEAKING
• Focu. on the photo of dim SUIll and the p rompt , and
also on the speech bubble. Elicit the right sentence from
the class (Di m sum isn't Polish. It's Chinese.) .
• Now focus on the other photos and the prompts a nd
explai n to 55 that some are right and some are w ro ng.
• Put SS in pai rs and give them a few minutes to make
similar sentences about the other pictures.
• Monitor and help, encouraging 55 to guess if they don't
know the right answer.
• YOll could gct pairs of S5 to say their sentences to other
pairs.
• Check answers by getting SS to say the two complete
sentences.
Dim sum isn't Polish. It's Chinese.
Giscle Bi1ndchcn isn't Hu ngarian. She's Brazilian .
T he Rolli ng Stones aren't American. They're English.
Andrea Bocelli isn't Brazilian. He's Italian.
Seat cars aren't Ital ian. They're Spa nish.
Casio is Japanese.
Burritos aren't Spanish. They're Mexican.
Keira Knightley is Brit ish.
6 VOCABULARY numbers 11-20
a .
.]] Focus on the photos and the instructions. Put SS
in pairs to d ecide if they are English or America n.
• Play the CD for SS to listen and check their answers.
Check answers. For each picture say Is he Eng/is/! or
American?
I."~
COl Track 34
A He's English. He's number cleven.
B He's American. He's number twelve.
Extra ideas
• Focus on the numbers on the players' shi rts and ask SS
Call YOII remember? WI/(/t (Ire the nllmbers? and elicit that
A is cleven and B is twelve. Play the recording again if
ncceSSlry. Wrile the numbers on the board and ask SS to
say which syllable is stressed in eleyen and underline it.
b • Tell SS to go to Vocab ular y Ha nk Numbers on p.l02.
Write the page number on thc board.
• Focus on part 8 Numbers 11 - 20.
• U4 Focus on the instructions for a. Play the CD
and get SS to repeat the numbers in chorus. Use the
pause button as necessa ry. Emphasize that the stress o n
tilirlee'l, [ollr/eell, etc. is on the second syllabic.
• Focus on the instructio ns for b. Ask 55 to cover the
words and say the numbers. They could do this with a
partner.
• Monitor and help. Make a no te of any pronunciation
problems they are having. Write the words on the board
and model and drill the ones that S5 find difficult.
1.3"
ekvell twelve thirw:n fo urttrn fifttru
scvenJ.«ll eights:rn ninettrn ill:mty
c • Focus on the instructio ns. Start cou nting slowly /,3,
5 . .. and elicit the rest of the numbers.
• Repeat for 2, 4, 6 ..
• Correct any mistakes on the board. Model and drill
these chorally and individually.
d • Explai n to S5 they are going to play Hingo and focus
attent ion on the card. Tell 55 to write any six numbers
from 1-20 in the bingo card in pencil (yoll could do
this individually or in pairs with SS sharing a card).
• Demonstrate the activity by drawing a card on the
board and writing six numbers in.
• Explain/demonstrate that SS have to cross out the
n umbers on their card if they are ca lled . When all their
numbers have been crossed out they ca!lUil/go! Give 55
practice in sayi ng Billgo! before yo u start.
• Get 55 to complete their card in pencil (if you would
like to play more than once).
• When they have completed their bingo cards, read
out the numbers below slowly and in ra ndo m order,
repeating each number o nce and circling or underlining
it so that you remember which numbers you have called.
I 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16
17 18 19 20
• Continue until a student/a pair has crossed off all their
numbers and shouted Hillgo!
• C heck that the winning card is correct by getting S5 to
say the numbers on their card, comparing it with the
numbers you have called oul. If the 5S have made a
mistake, then continue caili ng out numbers until the re
is a genuine winner.
• Now get 55 to rub ou! the numbers and play the game
agai n. If 55 have written in pen, they can draw a new
ca rd on a piece of paper.
CO l Track 35
six~
'to u could write some simple additions and subtractions
Qn the board fo r 55 10 call o ut the answer, e.g.
i+5= (i2),16 -3 = ( 13} .
'Io u could call out two numbers for the class 10 say the
ncxt o ne,e.g.II ,/2.. . (13); 19. /8... (17).
WORDS AND PHRASES TO LEARN
Focus o n the words and phrases to learn. Make sure 55
understand the meaning o f each phrase. If necessary, remind
SS of the context in which they came up in the lesson. If you
speak your 55' Ll , yo u might like toel ici l a translation for
the words/ph rases fo r the SS to write next to them.
.i@!1@- SScan fi nd more practice of Ihese words
and phrases on the MultiROM and on the New Ellg/ish File
Begililler website.
Extra photocopiable activities
Grammar
be: VIe, you, they; negatives p.I25
Communicative
'i@fIj'1 55 can find more practice of these numbers
Match the sentences p. /64 (mstructionsp./53)
on the MulliROM and on the New Ellg/ish Fi/e Beginner
website.
• Tell SS to go back to the main lesson on p.9.
Homework
.i!1ft!1m- Workbook pp.8
24
9
The alphabet
Spelling your name
Classroom language
Lesson plan
This is the first in a series of seven Practical English lesso ns
(one per File), which teach 55 basic functional language
to help them survive in English in an English -speaking
environment. Here 55 learn the alphabet and how to spell
their names. The contex t used to show the importance of
learning the alphabet is a Spanish busine5sman flying from
Amsterdam to Manchester. SS hear his flight being called
and gate number given. On arrival he checks into a hotel and
spells his name. S5 are given a pronunciation chart to help
them learn and remember how the alphabet is pronounced.
S5 then come to a section called People in the st reet,
which appears in all the Practical English lessons. In this
section SS listen to people in the street - not actors - who
are stopped and asked simple questions. In this lesson they
are asked what their names are and how they are spelt, and
where they are frOIll . For this section rr have the option of
using the class audio CD or the New Engiish File Beginner
DVD (sec Introduction p.II). Although SS will find these
listening exercises more challenging, they should find them
motivating too.
In Vocabulary they learn the words for things in the
classroom , and how to understand simple instructions the
teacher uses in class. The lesson ends with the song D-/-S-C-O.
Optional lead-in (books dosed)
_ Write OK and USA on the board and ask S5 if they know
how to say them in English .
_ Now get SS to say them slowly and elicit the individual
letters, i.e. 0, K, U, S, and A.
1 LISTENING
a _
_
_
_
_
_
•
_
Books open. Demonstrate that you want 5S to
cover the sentences under the pictures in situation I.
They can do this with a piece of paper. Focus on the
pictures and ask Where is he? and elicit that the man is at
an airport. You may want to teach the phrase He's asleep.
Play the CD once for 55 to listen to the three airport
announcements.
Now tell 55 to uncover the sentences and explain that
they are going to hear the announcements again and
have to number them in the right order.
Play the CD again for S5 to number the sentences.
Check answers, playing the CD again and pausing after
each flight call.
Elicit/explain the meaning of any new words, e.g. filial
call, passclIgers, fl ight, IIrgclltiy, gntc. Model and drill
pronunciation.
Finally. see if 5S can remember how the flight and gille
numbers were said (KLM 1258,BI4).
Now get 5S to cover the dialogue in situation 2. Focus
on the picture and ask Where is he? and elicit that he is
at a hotel.
1.36 Play the CD once for SS to 1i~ten to the man
1.35
checking into the hotel.
_ Now tell S5 to uncover the sentences and explain that
they arc going to hear the conversation again and have
to number the sentences in the right order.
_ Play the CD again for 55 to number the sentences.
Check answers, playing the CD again and pausing after
each line.
_ Elicit/explain the meaning of any new words, e.g. Good
morning, reservation, How do you spell... ? and model
and drill pronunciation.
_ Focus on the information box to explain the difference
between (first) flame and surname, and double for a
repeated letter. You may also want to teach last name as
an alternative to sumallle.
I 2 3 I
2 4/6 2 5
3
7
4/6
1:i~
J..35\ I
CD I Track 36
I Passengers on Flight KLM 1258 to Manchester, please
go to gate 814.
This is the final call for passenger;; on Flight KLM 1258
to Manchester. Please go urgently to gate B 14.
Mr Pablo Torres on flight KLM 1258 to Manchester,
please go urgently to gule B14.
CD 1 Track 37
2 R := receptionist, P := Pablo
R
P
R
P
R
P
R
Good morning.
Hello. I'm Pablo Torres. I have a reservation.
How do you spell your surname?
T-O-double R-E-S.
Sorry?
T-O-double R-E-S.
Thank you.
Extra support
To make the distinction clear betwee:1 IWllle and SIIrtlame,
write your first name and your surname on the board .
Elicit which is your first name and which is your surname.
Highlight thill you can say name or first name, and
Sllmame or last name. When asked What 's your lIame? you
usually reply with your firM I1<11Tlt: ill all illfOf!!I,11 situaliOll
or your surname or fu ll name in a formal situation, e.g.
checking into a hotel.
You may want to point out that when we give our full
name we always say first name then surname, and that
some people have one or more middle names.
Ask a few SS W/lIlt's your first name? and What's yorn
srmuune? to practise the difference between the two. Then
get SS to ask each otrer.
Extra idea
You could bring in photos of famous people and show
them to the class and ask Wlrat's Iris/her first /lame? What's
his/her sumame?
b. 1.36 Go through each line of dialogue 2, getting SS
to listen and repeat after the CD. You could get 55 to
practise the dialogue in pairs.
Finally, write the name Jones on the board and a~k SS if
they can remember how the letters were pronounced .
25
