New English File Elementary - Students lesforgesdessalles.info - Ebook download as PDF File .pdf) or read book English File Elementary 3rd Edition Students Book6. English File third edition offers more support for teachers and students. . English File third edition Elementary Workbook Classroom Presentation Tool New. achievable tasks Student's Book Files The Student's Book has twelve Files. .. We very much hope you enjoy using English File third edition. script alongside, to help students with the pronunciation of new words.
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Download NEW ENGLISH FILE ELEMENTARY - WORKBOOK: WITH ANSWER. 3 Pages··21 English File Elementary, third edition CEFR Mapping. По сравнению с New English File в новой третьей редакции учебника English File многие . English File third edition Elementary Student's Book iTutor. Documents Similar To English File Elementary 3rd Edition Students Book6. New English File Elementary - Students lesforgesdessalles.info Uploaded by. Lohayne Lima.
No notes for slide. Now tell Sts they must listen and repeat the Wouldyou like? Sts call out letters one at a time. Get Sts to compare with a partner, and then check answers. 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.
Other books in this series. Student's Book with iTutor Clive Oxenden. Add to basket. Workbook with key and iChecker Clive Oxenden. Workbook with key Jane Hudson. Workbook with Key Clive Oxenden. Workbook with iChecker with key Clive Oxenden. Intermediate Plus: Workbook with iChecker without key Clive Oxenden. Workbook with iChecker without key Christina Latham-Koenig.
Review Text. Rating details. Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews. We're featuring millions of their reader ratings on our book pages to help you find your new favourite book. Then they try to act them out from memory. Get them to stand up. Now tell Sts to introduce themselves to at least five other Sts.
Encourage Sts to shake hands, or use a locally appropriate gesture, say Nice to meetyou, and Sorry? Give Sts a minute to complete the other three gaps and check answers. My name is Hannah. You are early. It is Explain that all the grammar rules and exercises are in this section of the book. Focus on the example sentences and play the audio for Sts to listen and repeat.
Then go through the rules with the class. At this level it is unrealistic to expect Sts to fully understand grammar rules in English. Focus on the exercises for 1A onp. Sts do the exercises individually or in pairs.
Check answers, getting Sts to read the full sentences. Tell Sts to go back to the main lesson 1A. Play the audio, pausing after each phrase, and elicit a response from the whole class. Then repeat the activity with individual Sts. Tell Sts to stand up and speak to the other Sts. However, reassure your Sts that there are common combinations of letters which are usually pronounced the same way and these will be pointed out to Sts as the course progresses.
Tell Sts that English has 20 vowel sounds, and that the English File pronunciation system has an example word to help them remember each sound.
Learning the sounds will help them to pronounce words more clearly and confidently. Explain that the phonetic symbol in the picture represents the sound. The phonetic alphabet is used worldwide to show how words are pronounced.
Learning to recognize these symbols will help Sts to check the pronunciation of a word in a dictionary. Now focus on the example words in the column under each sound picture, e. Demonstrate for Sts, e. Play the audio once for Sts just to listen. Then play the audio again, pausing after each sound picture word and its corresponding sound and words for Sts to repeat them.
Get Sts to repeat these sounds a few more times. Tell Sts to go to the Sound Bank onp. Explain that this is a reference section of the book, where they can check the symbols and see common sound- spelling patterns. Look at the spelling rules for the six sounds. Some possible words: Focus on the W ord stress box and go through it with the class. Then explain that all words of two or more syllables have one which is stressed pronounced more strongly than the other s. Now focus on the words.
Warn Sts that even if the same or similar word exists in their language, the stress may be on a different syllable.
Play the audio once the whole way through for Sts just to listen. Then play it again, pausing after each word for Sts to underline the stressed syllable. The four words not stressed on the first syllable are computer, karate, hotel, and museum. If not, copy a dictionary entry onto the board or use an online dictionary entry if you have an interactive board.
Then give Sts in pairs one minute to try to add more English words to each column. Write their answers on the board. Underline the stressed syllable, and model and drill the correct pronunciation. Ask Sts if they can remember what Mike and Hannah say. Seeyou on Saturday. Focus on part 1 Days o f the week and get Sts to do exercise a individually or in pairs. Play the audio for Sts to check answers. Ask them where the stress is always on the first syllable. Give more pronunciation practice as necessary.
You could write these on the board and cross out the silent d in Wednesday, and highlight the vowels sounds in Tuesday and Thursday. Now focus on the instructions for c. Get Sts to cover the words with a piece of paper and to say the days of the week in order.
Finally, focus on the Useful phrases box, and model and drill the expressions for Sts to repeat. Highlight the stressed syllables weekend, weekday. Then focus on the information about Capital letters. Now focus on part 2 Numbers 0 -2 0 and get Sts to do exercise a individually or in pairs. Highlight the spelling changes between three and thirteen, andjive andfifteen. You could also point out to Sts that numbers in English have only one form and never change.
Explain I elicit that numbers are stressed on the second syllable. Give extra practice with any numbers that are difficult for your Sts. When we count in a list, 1, 2, 3,4, etc. However, at all other times, when we say them in isolation, e.
Room 13, they are stressed on the second syllable. We recommend that you teach this pronunciation as it is important for Sts to later distinguish between, e.
Get the class to try to count from 0 to You start with the number 0 and get a student to say the next number. Try to elicit all numbers from Then do the same counting backwards, starting from 2 0. Get Sts to cover the words with a piece of paper leaving the numbers visible. Finally, go through the Phone numbers box with the class. They could also practise this way in pairs.
Play the audio, pausing after the two words, and elicit a response from the whole class. Get Sts to ask three Sts sitting near them the questions. They should write down the phone numbers so that they can check them. Tell Sts they can invent their phone numbers if they prefer. Get feedback from the class. The first time they listen they should just try to understand where the conversation is taking place and write a number 1 - 6 in the boxes.
Make sure Sts write in the boxes, and not in the spaces, e. Play again if necessary, and then check answers. Number Room A Look, it says 'Closed on Mondays'!
Now tell Sts to listen again, but this time to focus on the numbers and days they hear in each conversation. Play the audio once or twice as necessary, pausing between each conversation to give Sts time to write the numbers or days in the gaps.
Get Sts to compare with a partner, and then check answers by playing the audio a final time and eliciting the numbers and days for each one. Play the audio, pausing after each sentence, and elicit a response from the whole class. See you on Monday, pause 6 Have a nice weekend, pause 7 Hi.
This is Anna, pause 8 Hello. They learn vocabulary for countries and nationalities, and this language is then practised in a world quiz. The grammar section, be in questions and negative sentences, is then presented through three street interviews. Sts then focus on sentence stress before practising asking where people are from. There is then a second vocabulary section where Sts learn numbers 2 1 - 1 0 0 , and these are then practised through listening and playing Bingo.
Ask Sts how many continents there are six and if they can name them from largest to smallest: Answers to this question might differ as some people say there are five continents counting North and South America as one ; some also include Antarctica.
In pairs, Sts tell each other three countries in English if possible. Get some feedback and write their answers on the board. 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. 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.