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English file third edition pdf

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Download for free OXFORD Third Edition English File all levels Student's book формат (format): PDF, Mp3, CD-exe, DVD (iso) Отличия нового учебника английского English File 3rd Edition от предыдущей редакции New English File. English File Pre-intermediate, third edition CEFR Mapping - Oxford English File third edition Upper-intermediate Student's Book answer key 1A. English File third edition offers more support for teachers and students. Teacher's Book provides over photocopiables to save preparation time, plus extra.

You can change your ad preferences anytime. 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. You'll break your leg. Oxford University Press. B No, I haven't. A few yea rs later Steve tried to get in touch with Carmen again, 2 If yo u buy so meth ing o nli ne that is norbut she had cha nged her address in Paris.

I'm sorry sir. Rob It's to be here. I'll you through to IT. B I'll send somebody to look at it. How dod Practise the dialogue in 2b with a part ner. A book open You are the receptionist. B book closed You are a guest. You have two problem s with your room D tell somebody about a problem e.

A Offer to do something about B's problems. You begi n with Hello, reception. D offer to do somethingf Swap roles. D greet a friend who you haven't seen for a long time. G past simple: Last Oct ober I went on holiday to Thailand for two weeks with my girlfriend, Mia. As k Wily? The holiday began well. But things went wrong when we left Bangkok. I wanted Which do you prefer? I wanted to experience staying in a hotel or apartment or going camping the local atmosphere but Mia just wanted to sunbathing, going sight seeing or going for walks go shoppin g.

I thought I knew Mia very well, but you don't know a person hot, sunny weather or cool, cloudy weather until you travel with t hem.

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It wa s awful! We argued about everything. It was like being in paradise. The weather was lovely and the beaches were wonderful, but wejust sunbath ed without speaking. We spent our last night back in Bangkok and we went f or a drink with some Australians.

That was the end. A read abo ut Joe's ho liday. Find the next day we decided t o break up. Laura 26, a nurse c I'd love to go back 4 What was the weath er Iike? Last spring my best f riend Isabelle and to Venice one day I booked a holiday in Venice. We rented but without Linda. Use questio n to help yo u. At th e last moment another friend, Linda, asked if she cou ld come too. We felt sorry for her because she had problems with her boyfriend, so w e said yes.

In pairs, gues Venice was magical and the weather was perfect, but t he holiday was a the mean ing of the high Iightcd wo rd s a nd disaster f or one simple r eason: Linda was so mean! She has a goodj ob so phrases. W hose holiday do you thin k was she's not poor, but shejust didn't want to pay f or anything. When we went worse? When we went on a gondola she complained that had a holiday th at it was very expensive.

When we went to have lunch or yo u d idn't enjoy dinner she always wanted t o go to cheap restaurant s or ver y much? W hat she bought pizzas and ate them in the flat. But the night I happe ned? The worst thing was that although Isabelle and I paid for the apartment , Linda never once bought us a coffee or a drink. I'd love to go back t o Venice one day Linda talking a bo ut the ho lidays. Firs t liste n to Mia.

We wa lked a ro und th e town. What does Mia say about We sunbathed on tbe beach. Then listen again. Venice 2 w hat they did there p Regular past simple verbs 3 the cost of her holiday 4 her next holiday Remember that we don't normally pronounce the e in -ed. The -ed ending is usually pronounced it or ld'. The difference betweend Who do you sy mpathi ze w ith most, Joe or these endings is very small.

Laura or Linda? We only pronounce the e in -ed when there is a t or a d before it, e. What a re the questions? C heck your answers in Joe's text. JO with? What are the infinitives? Ask yo ur partner about his f her ho liday. S h ow inte rest in' h at in the two texts.

H ow do you make B and IT! Then swap roles. How awful! Was it expensive? What happened? Learn mo r e about the past simple and practise it. G past continuousV prepositions of time and place: I wanted to photograph Barack Obama and his family in the Conventiona Look at a pho to which news phorographer center, but when 1 got there 1discovered that 1didn't have To m Pilsto n took in What do you my press pass and 1 couldn't go inside.

Although it was November. Were you The atmosphere was wonderful. Somec Read it aga in a nd a nswer the questions.

They felt that it was their moment. People started laughing, shouting, and crying. Do you agree? D o they descri be actions that 2 a time e. W hat preposition do you use w ith? When I to ok thi s ph ot o everybody was looking at the TV screens waiting f or t he I a month e. Some people were quietly 2 the weekend holding hands and smiling - oth ers were tense and nervous.

Do part 1. A n wer t he about t he past continuo us a nd practise it. G ive mo re info rmatio n if you can. Do you have a photo you really like? Who took it? A Where were you at six o'clock in the evening?

What was happenin g at the time? B I was at work. A What were you doing? What i it of? W ho took it? What was happe ning when th ey took it? Where were you. What are they of? What were you doing! Write a descriptio n o f you r favourite photo. She was the granddaughter of count Maurice de Bendern, a rich aristocrata Look at a famous pho to w hich was o n th e who owned a lot of property in Paris and Monaco. Although he cover o f many magazine around t he wo rld had other grandchildren, the count decided to leave all his money to in the s.

Where do you think the caroline. W hat do you rh ink is happe ning? European royal fami ly. But caroline was a rebel. She went to New Why do yo u think it i called 'The inwBe that York and worked there for a short time as a model. Then, in cost afortune'? Were yo u ri ght?

It was Hannah's 21st birthday and she and her time sequencers and connectors friends went to a club. T hen complete it with a to speak to the OJ. Listen to the story and you play something else?

I'm Jamie,' he said to Hannah. Hannah gave him her phone number. Then check with the srory. Although the food wasn't very wonderfu l time. Every evening when him at f irst. Hannah finished work they met at 5. L ea rn more about time the high street. They were madly in love. As usual she was going e Complete the sentences in your own word s. Then to meet Jamie at 5. It was dark and it was raining. She compare with a partner. It was 5.

She was going to be late! 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. 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.

English file third edition. Student book_1.pdf

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. 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: 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. Flight EZY Date: 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.

I know a great Going back: 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.

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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. T hen ask a nd a nswer w ith a partner.

Lily meet? Write an email about travel arrangements. G defining relative clauses What's a V expressions fo r paraphrasing: It's a place P pronunciation in a dictionary where you can What's the word? Look at the a nd you do n't know a wo rd that you need? Scrabble Letters o n the page. H ow many words of four o r mo re lette rs ca n you ma ke a Look up the translatio n on your phone.

T hen play the game? Write down example kind like opposit e similar the six word somebody something somewhere I U seful e x pre ss io n s for e x pla ining a word tha t you 2 - -- -- don't know: I a DJ It' omebody It's somethi ng peo ple use to speak 2 an art galle r y It's somewhere A 6 c urly It's the opposite Iwa nt to go sho pping.

Learn mo re a nd define wo rds fo r your pa rtne r to guess. Ho w m a ny ways does it m entio n o f Everyone knows the English language is changing. W hat are they? W hat do you thin k One recent update contained new words, new they mea n?

Match t he m to the def initio ns be lo w. But where do they all come from? Take the 5 n coffee with hot m ilk word text. Text was always a noun from about , 6 n a pub where yo u can also have ver y good according to the OED , but it is now very common as a verb, to text somebody.

Other new words already existed food but with a different meaning. For example, tweet was the noise that a bird makes, but now we use it more often as ac Can you ex pla in the mea n in g of these o the r wo rds verb or a noun for a message that people put on the social fro m t he text.

W hat do t he google information. We also need more general words to abbrevia tio ns m ea n? Wi-fi, ringtone, and smartphone are some recent examples. The difference now is how quickly 4 sth new words and expressions enter the language and how2 ad quickly we start to use and understand them. How do you pro no unce the words? The stressed syllable is t he one after the symbol. The Sound Bank on p. Practise saying them correctly.

Do you know what they mean? Answer the 1 The ew York office is smaller than the questions. London office. Holly wants to go to t he restaurant because she's hungry. Watch or liste n again. Say w hy the F sentences are false. Yes, please. Can Iget you something No, thank you. I'd like the to with? And for you, sir? I'll have the steak, please. Would you like that withfries or a baked? Fries, please. How would you like yoursteak? Rare, , or Well done. Nothing for me.

And to? Water, please. No problem. I'll it. Excuse me. Yes, sir? Sorry, I asked for my steak 1 What's Rob going to write about? I'm really sorry. I'll it 4 W hat's the problem with the check? Can you phrases. Copy the rhj: Social English phrasese - In pa irs, ro leplay the dia logue. Holly t ell me, Rob A You are in the restaura nt.

Order a steak or t una. B You are the waiterfwa itress. Offer A fries, a baked Rob Well, to w it h You begin with Areyou ready to order? Rob Do you have any? A T here i a problem w ith your order. Rob That would great. B Apologize, and try to solve the problem. Jenny we have the check bill , please? How do you say them in your language? D order food in a restaurant D explain when there is a problem with your food, the bill, etc.

Third edition pdf english file

How do you housework, make or do? Do you have a similar word in your a Look aga in at the highlighted phrases from the text. Which three are connected w ith la nguage ro describe a person of that age? W hat do you think the peo ple a re arguing about? ListenTeenagers have annoying habits - Follow and check. CQSimon FryThey come into my room n and then aresurprised to see things they don't really want to know about.

Of course t ey didn'tc C ompare with a partner. With a partner, say what you think they mean. Which o nes? Li te n a nd check. B No, I haven't. What's that under your new uniform year student enjoy bed? I remember now. I borrowed it. B I've already it. A Really? I've just bought Jane a jumper and a jacket.

B I did it on the bus this evening. Have you worn your new uniform yet? B Nearly. Say what's just ha ppe ned. A I need the bathroom now. A Well, hurry up then. Oops- too late. Answer the questions. I What reputation do teenagers have? Are they abo ut. What do you thin k programme. In what way a re the two tee nage rs unus ua l? Do they feel positive they mean? Lea rn mo re c Liste n again a nd answer w ith about the present perfect and practise it.

What do they do? G present perfect or past simple? Complete the ga ps with A- F. W hat nationality B I really understand how women wa nt to feel. Do they desig n m o re fo r men o r C My boyfriend at that time was very lucky. What kind o f thi ngs does their D My feet were killing me!

E The only things Ienjoyed there were art and sewing. F They are so chic, and their sense of colour is so natural to them. Do you like the clo thes? She makes very exclusiveclothes for women. She has made clothes for many celebrities includingmembers of the British royal family, for example Kate Middleton and SarahFerguson, whose wedding dress she designed, and actresses like Helen Mirren. Yes, I have. Being a fema le desig ner ha s many. I desig ned my fir 1: Put them in the right row.

Answer with account auct ion cinema city click a partner. Liste nb o- p. How is it pronounced in these word? What did theybuy? Write 1- 4 in the boxes. There is one item you don't need. What was the problem with the clothes? Write in the boxes. This person Did you pay o r get they ar rived. W hat was it? What did you do?

What was it about? Were you successful? What did you take? W hat happened? With a partner, say what trying them on? D id they fit? Wh at d id you do? Where did you lose it? Did you get it back? Try to find somebody who says Yes, I have. Then ask them5 Well, I bought it from a website that has cheap the past simple questio ns. D o the same for ques tions G something, anything, nothing, etc. No, nothing. DI obody knows whe re he goes. D4 I've done noth ing since Sunday. D6 There's nowhere to go except home.

Practise saying the sente nces. Wh at is the best sum ma ry? W it h a pa rtne r, choose a, b, or c. I Use something, anythin[J, and nothing 4 Social netwo rking sites make people Learn more about som. Pla n your answers. Answer them truthfully, but in vent one answ er tO ma ke yourThe next time a friend or colleague tells you about weekend sound more exciting. T ry to guess wh ich answe r yo ur partner invented. When they adject ives ending -ed and -ing are asked, 'Did you have a good weekend?

So they invent the details. The most common a nd tirin[J in li ne Which one descr ibes how you lie that people told was 'I went out on Saturday night', when feel? W hich one describe th in gs and situatio ns? How do you ay the adjectives?

In fact. Focus on 1 Continents and get Sts to do exercise a individually or in pairs. Play the audio again, pausing for Sts to repeat. Give further practice of any words your Sts find difficult to pronounce. Get Sts to cover the words with a piece of paper leaving the map visible. Sts look at the map and try to remember both the continents and adjectives. Finally, focus on the compass points and model and drill the pronunciation: Focus on 2 Countries and nationalities and get Sts to do a individually or in pairs.

Play the audio again, pausing for Sts to repeat the countries and nationalities. Now focus on the instructions for b. Get Sts to cover the words with a piece ofpaper leaving the maps visible.

Sts look at the maps and try to remember both the countries and nationalities. Finally, focus on the Capital letters box and go through it with the class. Focus on the instructions and the example. Tell Sts they will hear the name of a country and they must say the nationality. Play the audio, pausing after each country, and elicit the nationality from the class. Focus on the expressions I think Then go through the Languages box with the class. Put Sts in pairs or groups and set them a time limit to do questions in the quiz.

Monitor and check that most Sts have finished before playing the audio for 5 and 6. Sts write the nationalities of the countries that they think the national anthem is from. Play the audio. Sts letter the languages a-d in the order in which they think they hear them. Check answers as a class. Model and drill the sound. Before you play the audio, you may want to point out that some words, e. Remind Sts that the phonetic symbol in the picture represents the sound. Then play the audio again, pausing after each sound and sentence for Sts to repeat.

Play again if necessary. Tell Sts to go back to the main lesson IB. Play the audio, pausing after each dialogue for Sts to write the country. Scotland, Australia, and the USA. A Where are you from in Scotland? Is it near Sydney? A Is it nice? A Are you on holiday? We're students. Give Sts two minutes to try and complete the missing words. Get them to compare with a partner, and then check answers.

See words in bold in script 1. Flowever, answering just Yes or No can sound abrupt. Focus on the exercises for IB on p. Yes, you are. Yes, he is. No, I'm not. Tell Sts they will hear ten questions and each time they must respond with a short answer.

Give them some more examples, and then set a time limit for Sts, in pairs, to write three questions. Monitor and check what they are writing. Get feedback from a few pairs. They also need to be aware that within a sentence, some words are stressed more strongly than others. Unstressed words are usually shorter words such as pronouns, articles, prepositions, and auxiliary verbs.

Focus on the Sentence stress box and tell Sts that the words in big print and bold are important words and are stressed. Highlight thatfrom is an important word in the question and is stressed as are all prepositions at the end of questions , but in the answer China is the only important word andfrom is unstressed here. Play the audio for Sts just to listen. Then play it again, pausing after each sentence for Sts to repeat and try to copy the rhythm.

Encourage them to stress the more important words more strongly and say the other words more quickly and lightly. Tell Sts they have to ask these questions for each of their three people and write the answers in the chart. When they have finished, get them to compare charts and then get feedback from some pairs. Get Sts to ask you the question.

The answer to Where areyoufrom? Get Sts to stand up and to ask five other Sts the question. Finally, ask a few Sts where they are from. Then elicit the numbers from Sts. Focus on part 3 Numbers 2 1 -1 0 0 and get Sts to do exercise a individually or in pairs. Check answers by writing the numbers on the board. You may want to play it now or at any other moment when you want to revise numbers. When they come to a number which contains 3 e.

Put Sts in pairs and get them to dictate their numbers to their partner, who writes them down. When they have swapped roles, they can compare pieces of paper to check for mistakes. Remind Sts that 13,14, etc. This means that the pairs of numbers can be easily confused and this can be a problem, even for native speakers, particularly for example in a noisy environment like a pub or cafe. Play the audio, pausing after each number for Sts to repeat.

Point out that 30,40, etc. Tell Sts to go back to the main lesson 1B. This time Sts will hear seven dialogues. In each dialogue they will hear just one number from each pair. Play the audio twice and Sts circle a or b. A Excuse me! How far is it to Dublin? A Thanks a lot. Will all passengers on flight BA to New York please go to gate 60 immediately. A How much is that? That's 17 Euros. What number? Can you be quiet, please? Open your books on page Draw this bingo card on the board for Sts to copy.

In pairs, Sts complete their bingo card with six numbers from a. They must only choose one from each pair, e. Call out random numbers choosing from the pairs of numbers in a. Keep a note of the numbers you call out. If Sts have one of the numbers you call out on their card, they should cross it off.

Once there is a winner, you can play Bingo again if there is time. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable activity on p.

Chorus All over the world, Everybody got the word; Everybody everywhere is gonna feel it tonight. New York, Detroit, L. Chorus Everybody all around the world Gotta tell you what Ijust heard; Everybody walkin' down the street Iknow a place where we all can meet.

Everybody gonna have a good time; everybody will shine till the daylight. Chorus All over the world, Everybody got the word x3 IB 21 G possessive adjectives: Sts then learn the pronunciation of the alphabet and practise it with common abbreviations. After this Sts listen to an interview with a student in a London language school and learn how to give personal information, and practise spelling.

This leads into the grammar focus of possessive adjectives. Write the words on the board, and model and drill pronunciation. Focus on the illustration and get Sts to match the words and pictures. Then play it again to drill the pronunciation of the words. The teacher says section helps Sts recognize and respond to common instructions used in the classroom. Get Sts to do a individually or in pairs. Make sure the meaning of each phrase is clear by miming or getting Sts to mime.

In You say Sts learn phrases they themselves may need to use in class. In a they match the phrases and pictures. Make sure Sts know what all the phrases mean. Play the audio again, pausing for Sts to repeat the phrases, encouraging them to use the right rhythm. Get Sts to cover the sentences with a piece of paper leaving the pictures visible. Finally, focus on the information box about the and go through it with the class. Articles are very easy for some nationalities and more difficult for others, depending on their LI.

If articles are a problem for your Sts, give more examples to highlight the meaning of the. Tell Sts to go back to the main lesson 1C. Sit down. Open your books. Go to page Look at exercise lb. Close your books. Now focus on the example words in the row next to each sound picture, e. Then play the audio again, pausing after each sound picture word and its corresponding sound, and the other words for Sts to repeat them.

Explain that in English we usually say abbreviations by saying the individual letters. Give Sts a few moments in pairs to practise saying them. Play the audio for Sts to listen and check. Play it again, pausing for Sts to repeat.

Then ask Sts if they know what any of them mean. Focus on the chart. Explain that the letters are in columns according to the pronunciation of each letter. Elicit the seven picture words and sounds Sts have seen them all before. Then show Sts how the letters in each column have the same vowel sound, e. Put Sts in pairs. Get them to go through the alphabet, stopping at the letters that are missing from the chart, and writing them in the right column.

Do the first one with them B. Write it on the board and ask Sts how to say it and which column it goes in tree. Give Sts a time limit, e.

Play the audio once for Sts to listen and check answers you may want to copy the complete chart onto the board. Then play the audio again, pausing after each sound for Sts to repeat the group of letters. Play the audio twice and tell Sts to circle the letter they hear.

Tell Sts they will hear the letter twice. Focus on the phrases and tell Sts that they are all things that we normally refer to just using abbreviations the bold letters. Put Sts in pairs and get them to practise saying the abbreviations. Make sure they understand all the phrases. Think of a word Sts know, preferably of at least eight letters, e. Write a dash on the board for each letter of the word: Sts call out letters one at a time. If the letter is in the word e. A , fill it in each time it occurs, e.

Only accept correctly pronounced letters. If the letter is not in the word, draw the first line of this picture on the board: The student who correctly guesses the word comes to the board and chooses a new word.

Now focus on the language school enrolment form. Tell Sts that they are going to listen to her being interviewed by the school receptionist, and must complete the form with her information.

Go through the different headings on the form and make sure Sts understand them. Explain the difference betweenfirst name and surname using the names of famous people who you think Sts will know, e. Tom Cruise, showing that Tom is his first name and Cruise his surname or family name. They may also not know age andpostcode. Then play it again, pausing to give Sts time to complete the gaps. Reassure them by telling them just to relax and listen the first time, without trying to complete the form, but just trying to follow the conversation.

Then tell them to try to complete some of the form, and play the audio as many times as you think they need, pausing where necessary, e. Give Sts time to compare with a partner, and then check answers. Are you a new student? D Yes, Iam. R Sit down, please. R Right. D Darly. R How do you spell that? D Bezerra. R Bezerra.

Where are you from? R Where in Brazil? D From Rio.

Pdf edition file english third

R And how old are you? D In Rio? R Yes. D Yes. D Sorry? R The postcode, you know, a number? D Ah yes. R - D My mobile number or my home number in Rio? R Both - home and mobile. R 55 And my mobile number is It's an English mobile.

R Thank you. Your first class is on Monday. Play it again, pausing if necessary. Check answers and elicit the meaning of How old areyou? The question How old areyou? Play the audio, pausing after each question for Sts to underline the stressed words see underlined words in script 1.

Then play the audio again for Sts to repeat, encouraging them to copy the rhythm of the questions. Put Sts in pairs, A and B, and get them to sit so that they are facing each other. A is going to interview B. Then tell A to start the interview: Remind Sts to write down the answers. Tell Sts they can invent their ages, addresses, and phone numbers if they prefer.

Sts swap roles. Get some quick feedback by asking a few Sts about their partners, e. Focus on the exercises for 1C on p. Go through the instructions with them carefully. You might want to tell Sts that nowadays the word actor is often used for both men and women. At the end of the activity get Sts to compare charts to check they have spelt the real names correctly.

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 Com pleting afo rm on p. Tell them to highlight any rules which are different from their LI e. Go through the different sections with Sts. Highlight and check the meaning and pronunciation of: Give Sts a few minutes to complete the form.

Remind them to check that they use capital letters correctly. Go round checking Sts are completing it correctly.

Then elicit answers from individual Sts for each section. Check answers by eliciting from Sts the words which need capital letters and writing the text on the board. My teacher is American. My English classes are on Mondays and Wednesdays. Get them to write their own texts on a piece of paper, check for capital letters, and then swap the text with another student.

Vocabulary hotel words: Yes, please. There is a storyline based on two characters, Rob Walker, a British journalist who works for a magazine called London 24seven, and Jenny Zielinski, who works in the NY office of the same magazine and who is on a work trip to London. Sts meet them for the first time in this lesson, where Jenny arrives in the UK and checks into a hotel.

The main focus of this lesson is on hotel vocabulary and checking into a hotel. You might want to point out to Sts that in the You Say section of the lessons, they will be listening and then repeating what the people say. If the speaker is Jenny, they will be listening to an American accent, but they do not need to copy the accent when they repeat her phrases.

Sts can find all the video content and activities on the iTutor. Focus on the symbols. Give Sts, in pairs, a few minutes to match the words and symbols.

Check that Sts understand groundfloor, and drill the pronunciation offirst, second, and third. You may also want to teach that for other ordinals you normally add th, e. Now play the audio again, pausing after each word for Sts to repeat. Tell them that the man is Rob and the woman is Jenny, and that they are the main characters in these lessons. Then play the audio once the whole way through for Sts just to listen.

Then play it again for them to mark the sentences T true or F false. Get Sts to compare with a partner, and then check answers. Iwork for a magazine called London 24seven. Iwrite about life in London. The people, the theatre, the restaurants Ilove London. Jenny Hi. The number one city in the world. I'm the new assistant editor.

This is my first time in the UK. Get Sts to compare with a partner, and then check 3 The name of his magazine is London 24seven. Now either tell Sts to close their books and write questions 1 and 2 on the board, or get Sts to focus on the two questions.

Play the audio once the whole way through and then check answers. Sts will be surprised to hear Jenny say zee, not zed. Explain that this is American English, and is the only letter of the alphabet that is different from British English.

J Hello. Ihave a reservation. Just a second Here you are. Can you sign here, please? The lift is over there. The lift? Oh, the elevator. Enjoy your stay, Ms Zielinski. Ask Sts Who says the You Hear sentences? Then ask Who says the You Say sentences? These phrases will be useful for Sts if they need to check into a hotel. Give Sts a minute to read through the dialogue and think what the missing words might be.

Then play the audio again, and get Sts to complete the gaps. Now focus on the information box about British and Am erican English and G reetings and go through it with the class. Ask Sts which greeting they would use now if they met someone. They should repeat the You Say phrases when they hear the beep. Play the audio, pausing if necessary for Sts to repeat the phrases.

Put Sts in pairs, A and B. A is the receptionist. Get Sts to read the dialogue aloud, and then swap roles. Tell Sts to read their instructions, and help them to understand exactly what they have to do.

He I she reads the You H ear part with the new information. Remind Bs that they should use their own name and surname. Sts now roleplay the dialogue. A starts. Monitor and help. When they have finished, they should swap roles.

You could get a few pairs to perform in front of the class. Can I have Highlight that Can I have Now play the audio for Sts to listen and repeat the Can phrases. Focus on the four things and make sure Sts know what they mean. Elicit the phrases from the class or individual Sts. Get Sts to practise in pairs asking each other for the four things with Can I have Focus the instructions and on sentences Go through them with Sts and make sure they understand them.

Now play the audio once the whole way through, and get Sts to mark the sentences T true or F false. J Yes, thank you W Yes, very relaxing! Are you on holiday? W Where are you from?