A1_files/New English File Elementary Student tvnovellas.info Pages·· MB·41, Downloads. Elementary. Student's Book. OXFORD. New English File: Elementary: Teacher's Book with Test and. 21 Pages··97 KB·15, New English File Pre-Intermediate - Oxford University Press. ENGLISH FILE Pre-intermediate Teacher's Book ib7//iF Elementary. Student's Book. OXFORD. UN IVERSITY PRESS. Paul Scligsün and Clive Üxﬁndcn.
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The English File Third Edition Teacher's Book offers a comprehensive walk- through guide to every lesson, in every unit of the English File Third Edition Student's. Oxford Teachers' Club. Join now and enjoy s of activities and ideas. Choose by age group, book title, topic or area of study. Visit Oxford Teachers' Club. Home · SECONDARY · SOLUTIONS ELEMENTARY; Teacher's Book. splashlogo A full Student's Book answer key including transcripts for exam sections.
Product Details Click on the cover image above to read some pages of this book! Oxford EAP develops the essential skills and academic language for learners who are preparing to study in English at university level, from foundation courses to postgraduate research. With authentic content from Oxford textbooks and videos of lecture extracts, Oxford EAP is an ideal course for learners from a wide range of disciplines. Its clear structure and user-friendly approach make it an ideal resource for experienced EAP tutors as well as teachers who are starting out in the field. The course integrates the four main skills and academic language, and features authentic texts from academic and higher education books published by Oxford University Press. Oxford EAP also provides practical help in developing essential skills for academic study, such as critical thinking, effective note-taking, citation and referencing, summarising and paraphrasing, and avoiding plagiarism.
I've got one brother,and hisname isSam. I haven't got a sister, but I've got two cousins - MarkandLucy. Ourhouse isnearthe centre oftown. I'ma student at WhitesideSecondary School. Amyhas gota cousin - Jake. He's really nice! Myhobbies arevolleyball and music. I'm in a volleyball team. Ourtwo best playersareJanice and Hannah. I'm also in a musicgroup with two friends, Boband Molly.
Put names of realpeople from yourown network on the board and encourage students to ask: Write the namesyour family and friends use normally, to show students that there's no need for artificial English names just because you're speaking English. The notebook should be a resource and contain information of lastingvalue. KEY 5 1 noses 2 watches 3 boxes 4 videos 5 tomatoes 6 stories 7 leaves Notes forPhotocopiable activity 1.
Pairwork l anguage: What have we talked about today? Canyougive mesome words forfamilymembers? Praise the students who comeup with the more sophisticated ones, such as cousin, niece, grandfather, etc. Draw attention to the iesson statement: I can talk about people I meet regu larly.
Elicit some names of his family members. KEY Hisdad's name is Homer. His mum's name is Marge. He's got two sisters called Lisa and Maggie. Ask if students knowwhatthesewords mean. Acceptanswers in the stude nts' own language. Is this present, past or future? After eliciting present, erase past and future from the board, so that what's left is: Add the word simple afterpresent and say: Today, we'regoing tolearn a tense called the present simple.
Does everyone understand lazy, classmates, powerstation, and studies hard? With a weaker class, be prepared to explain the vocabu lary yourself e. Daniel, Marta, Eva and so on are yourclassmates - people in the same class. With a stronger class, ask students to usetheir dictionaries. You may wish to mention that English verbs are quite easy in one way,as many forms are the same: Ask studentsto lookfor the third person singular in the text and see whether it is the same too.
Quote sentences from the text as examples: Eleven million Americans watch it everyweek. Fast finisherswrite one more sentence said by a member of the Simpson family.
They can read theirsentences aloud and the whole class guesses the person who says the sentence. Check answers as a class. KEY lsi or IzI: Be prepared to explain. Help with pronunciation, especially of the present simple third person forms: KEY 1 lives 5 gets up 9 hates 2 go 6 finish 10 thinks 3 walk 7 listen 11 loves 4 goes 8 like For further practice of the present simple affirmative , go to: Grammar Builder 1B: Have onetrue and one false sentence about yourself or a member of your family prepared.
Read your sentences to the whole classand ask: Isthis true? Students then work on their own sentences. KEY 1 2 watches 5 does 8 plays 3 goes 6 likes 4 flies 7 finishes 2 1 watches 4 goes 7 likes 2 does 5 studies 8 flies 3 finishes 6 plays 3 2 My brother loves pizza. Make sure they differentiate between lsi in e. Exercise 6 page 9 "1.
However, when they have listened, you maywant to askthem to repeat the verb forms. Lesson outcome Ask students in thei r own language if necessary: What tense have we lookedat today? The presentsimple tense. Conducta brief drill, using verbs from the lesson. Then ask for names of contemporarymembers of the Royal Family and anything students know about them. If they find it interesting, you can askthem to draw a family tree of the three generationsof the Royal Family shown in the pictures.
Let them compare answers in pairs, then checkwith the whole class. You can reinforce the words by asking questions about the students' own country like: Can you give me the name ofa famous monarch? Exercise 5 page 10 "1.
With a weakerclass, read the opinionswith the whole class. Expensive and modern may need explaining. Then play Speaker I only and ask how many of the opinionslisted in the taskshe expresses. If more than a few students are not sure, play Speaker I again. Ask a studen t whic h opinions the old lady expressed.
Follow the same procedure for Speakers 2 and 3. The maj ority of the British public supported the marriage, despit e Princess Diana's great pop ularity. He is expected to becom ethe next Briti sh king. He is well known for his interest in architecture and his concern for the environment. Diana, Princess of Wales, was the first wife of Prince Charles.
She was the most popular member of th e royal family and was often referred to as Di. She died in a car accide nt in Paris while trying to escape photographers. Prince Harryisthe youngerson ofCharles and Diana.
He is in the Briti sh army. I prince Philip, Duke of Edinburgh, is the Queen' s husband. Prince WllUam is the first child of Charles and Diana.
He is the second in line to the British throne. He joined his younger brother in the army in Allow students to compare answers in pairs, then go over them with the whole class. If there are any wrong answers, discusswhy, forexample, Why is 0 The Queen's job' andnot 'The Queen'stravels'?
Man 2 Int. Man 3 Int. Man Int. Man Transcript 1. Do you thinkthe royal familyisimportant? Woman Important? They'revery expensive. Woman Yes. We spend miiiions of poundson them. And they aren't modern. They're old-fashioned! I want a republic! Whatdoyou thinkof theroyal family?
I like reading about them in newspapers and magazines. Soyouthinkthey're important? Oh, yes, very important. They have really interesting lives. What do youthinkof the royal family?
They'reOK, I suppose. So you don't reallylike them. Well, I don't mind them. They're a bitboring, butthey work hard. Dothe firstone as a class. Theword charity may need explaining. If a student says a sentence that's correct but false, ask the class: Is that true?
If a student says a sentencewhich is not a statement of fact, but an opi nio n such as, They have interesting fives. Icanunderstandinformation and opinions on the Royal Family. Forfurtherpracticeof the present simple, go to: To do the lesson in30 minutes, don't ask students to writeall 12 sentences in exercise 5 affirmative and negative should be enough. Set the Grammar Builder for homework.
Students read and match the names to the photos. Explain othletic: After that students continue on their own. Circulate and lookover their shouldersto see if they're getting it right. With a weaker class, you may want to copy the table onto a transparency or write it on the board for studentsto see and check. Grammar Builder 1D: Stud ent's Book page KEY 5 1 doesn't 5 don't a don't 2 don't 6 doesn't 9 doesn't 3 doesn't 7 don't 10 don't 4 don't 6 1 don't know 4 stay 7 doesn't work 2 walk 5 hates a doesn't listen 3 doesn't like 6 love 7 2 He doe sn't walk to school.
He goes to school by bike. Shewatches 1Vin her bed room. He stays in bed on Sundays. She doe sn't teach English. Exercise 4 page 11 "1. This is Mark. This is Sally. They're students. Draw students' attention to the table.
Expla in that you are going to play th e recording straight through once , then play it again stopping to check the answers. I come from London,butI live in Liverpool. I'm a student. I studyFrench at Liverpool University. Myhobbiesarebasketball andplayingthe guitar. I playin a band at university.
I studyhardduring theweek. Atthe weekends I workina restaurant. Sally Hi, I'm Sally. I'm a studentat Cardiff University, but I'm notfrom Cardiff. My familycomes from London. I study medicine. I want to be a doctor. Whataremy hobbies? Well, I love shopping.
I go shopping every Saturday morning. I also likesport- I playtennis. I sometimeswork in a shop onSaturdays. Iget up at seven , say: Paul, you get up at five. When the student replies no, write on the board and say: I don't get up ot five o'clock. Tell students that today th ey're going to study the negative form of the present simple tense.
Students do the rest individually. Pay attention to the pronunciation of these words: Computergames is a tone unit, stressed on the first word. Afterthat students can continue individually. He studies French. Half of the class could do Mark and th e othe r half Sally, oryou can just do affirmative sentences and the same numberof negative ones. He doesn't enjoy playing the piano He plays basketball. He works in a restaurant. Sally doesn't come from Cardiff. She doesn't live in London.
She studies medicine. She enjoys shopping. She doesn 't play volleyball. She works in a shop. Students answer the questions in pairs. Discuss question 1 as a class. This is much smaUer than in most European countries.
KEY 1 F She's a mothe r with 15 child ren. I want more children! If you know something about the students' families, it's best to choose twowhose situations are very different - an only child and one of four, for example. Is that a good number of brothers and sisters? Then announce the top ic: Todaywe're going to talk about family life.
At this point , show the big photo on page Ask them to read the text quickly first and answer the three questionsin exercise 2. Ask them to underline the sentences wherethey foundthe information sotheycan justify their answers with lines from the text.
When should you read the options? Stud ents read the text a second time and do the task. With a weakerclass, you may askthem to underline the relevant lines in the text. Check answers with the wholeclass. Briefly practise the grammar by saying a few sentences in the present simple and asking students for the negative forms. I can saywhatsomeone does and doesn't do.
You may wish to putthem in pairs with classmates they don't normally sit with , so that they learn somethingnewaboutthem. You may wish to ask students to tell the class only the most interesting thi ngs about their partner. With a stronger class, ask students to produce at least three sentences each based on their own ideas. Notes forPhotcopiable activity 1. Sonia and Suzy Pairwork Language: One copy of worksheet 1. Tell students not to show each othertheir worksheets.
Demonstrate the activity byeliciting one sentence aboutSonia from worksheet Aand one about Suzy from worksheet B, e. Sonia goes to Springtown School in Oxford. Suzy goes to Manchester High Schaal. Tell students to write down anyth ing that they have in common.
They don't smoke, they play the guitar, they play tennis. Ask students to tell you the sentences they madeabouteach cousin. When they've finished, read each collocation aloud,takingcareto pronounceit as one tone unit, and aska different student to repeat each one.
Ask the students some questions, for example, Do you clean the house? Doyoucleanyour room?
What time doyou come home from school? Who cooksdinner in yourhouse? Do youdo the washing? Does yourmother or fatherdrive you to school? What time do you get up? Does your mum go to work? Do yougo to thesupermarket withyourmother orfather? Do youiron yourclothes? Does yourmum make breakfast for yau? Ask one ortwo students: How manybrothersandsisters KEY clean the house come home cook dinner do the washing drive the children to school get up go to work goto the supermarket iron clothes make breakfast Check answers with th e whole class.
How ald are they? See you. These are Rachel,Mark and Susan. Who arethey? Where arethey? At school. What do you think they'resaying? Accept any answers. In fact. Susan point to one of the girl s in the photo is a newstudent. Tell students they are goingto hear a conversation between the students in the photoand to learn about introducing people. Either explain 'introduce' or ask: Exercise 2 page 14 "1.
With a weaker class, piay the dialogue as many times as the students need. Model each phrase yourse lf, taking careto pronounce it slowly but veryfluently, as one tone unil. Ask a few stude nts to repeat ind ividually, then the whole class chorally: Howare you? This is Susan. Correct selected errors: When correcting, alwayswait for a student to finish the sentence, pointout the error and ask them to repeat the whole sentence.
The student who remembers the longest chain of activities is the winner. Fast finishers can write two or three more sentences. Before the lesson, cut out a photograph of two students aged so meth ing , or two separate photographs of students, from a youth magazine. Mount t hem on pieces of card. This is Richard, Howald do you thinkhe is?
Accept any sensi ble answers. Whatdoes he do?
He's a student. Whatdoes he study? Accept any ideas. This is Michael. Howaldis he? Theylivetogetherin the same apartment. What time do you think Richard gets up? Whattime does Michael get up? Who do youthinkcleansthe flat? Whomakes breakfast? Point out they can use the text, the chart in exercise 4 and the sentencesin exercise 5 as a resource.
Exercise 5 page 14 "1. Allow a minute to read the instructions and the statements. Introduce the first dialogue by saying: Dialogue 1: Jenny, Alfieand Sam. Play the first dialogue through, then play it a second time pausing after each answerto check answersto questions 1- 3.
Follow the same procedure with the second dialogue. Point out the same in the same street, the same dance class. You may draw attention to the phrase dance class and relate it to students' experience byasking: Who goes to a dance class? Does anyone go to a music class? What have we talked aboutloday? Try to elicit: Which words orphrases fram today do you think willbe useful to you? Accept any lexical items that appeared in the lesson, but encourage students to recall collocations rather than single words.
Drawstudents' attention to the lesson statement: Ican understand an article and talkabout everyday activities. Exercise 6 page 14 "1.
In a weaker class, play the recording white they're doing it, stopping afte r each relevant sentence. Exercise 7 page 14 o Read the instructions. Explain reply if necessary. Ask a strong student to do the first sentence as an example. The natural English syllabus is based on research into these language gaps and the course brings together current ideas in a stylish, principled, and easy-to-teach set of materials.
Key features: Students learn to use real language naturally, through thinking and rehearsal time, confidence-building practice, and task-centred speaking.
The listening syllabus teaches students how to listen. A slot-in listening booklet features the tapescripts plus decoding and pronunciation exercises. Teacher's Book lesson plans, a product of the authors' teacher training expertise, talk teachers through the course materials. Teacher's Book chapters cover teaching principles, techniques, and ideas, plus a selected bibliography. Business result elementary student's book - oxford 1. He doesn't want to make any mistakes!
Make sentences about these jobs using the verbs in 2. An air traffic controller controls the movement of aeroplanes. Make sentences about these departments using words in the table. Logistics plans deliveries from suppliers. Listen and write the sounds. Try to guess the department your partner describes. A This department works with customers. A Correct. The revision game Work with a partner. Take turns to choose a square. On a yellow square, have a role-play with your partner, on a blue square follow the instruction, on a pink square answer the question s.
If you are correct, or if you complete the role-play, you win the square. If you are not correct, the squares stays open. What is your nationality? What is your job? A Call a hotel and ask about its services then book a room. Describe your favourite restaurant using superlatives. A Arrive at a hotel and check in.
Ask about breakfast and dinner. Find the mistake: When you take a Explain how to use Are you from Peru? Yes, I from.
Your CEO wants to move your offices to a city km away. What have you done today? Plan a party for your English group next week.