Find new research papers in: Physics · Chemistry · Biology · Health Sciences · Ecology · Earth Sciences · Cognitive Science · Mathematics · Computer Science. With this book, you have a complete support package for the intermediate classroom. For every lesson, you get full teaching notes, photocopiable material plus. New english file pre intermediate student's book. Kseniia Horenko. total english advanced_teacher_s_resource_book. Kseniia Horenko.

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    New English File Teacher Book

    New English File Pre-Intermediate - Teacher's Book. Pages·· MB·36, Downloads. New ENGLISH FILE Pre- intermediate Teacher's Book ib7//iF peypredkoefritlec.ml New English File. Elementary. Teacher's Book. Pages·· MB·53, Downloads. Title: New English File. Elementary. Teacher's Book Author: Clive.

    No one book really fulfils the needs of a teacher, but one of the best I found, for a comprehensive course taught in an interesting way, was the New English File series. These cover all levels, from beginner to advance, with a wide range of exercises and activities. They include considerations for a variety of media and are vividly presented, enough to engage all classes. Benefits of using New English File textbooks in a classroom Each section is the New English File textbooks is designed to be used as a lesson. When students have a copy, they can get involved in the lesson themselves, clearly seeing where it is going and how it fits together.

    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.

    Follow the Author

    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.

    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. Tell Sts to ask these questions for each oftheir six people using first name or surname depending on what the gap is and write the answers in the spaces. Now go through the Asking for repetition box. Sit A and B face-to-face. A asks his j her questions to B and writes the first name or surname. When they have finished, get them to compare books to check their answers. Some Sts might be more familiar with the teimfamily name. Check answers by eliciting the numbers from different Sts.

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

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

    If Sts do not want to give their real address and phone number, tell them to invent one. Remind Sts that when we say phone numbers in English we say the individual digits, and that 0 can be oh or zero. You might also want to check that Sts know how to say an email address, e.

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

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

    Give them a minute to add more words to each category. Get feedback and write the words on the board. Focus on the instructions and the three pictures. Tell Sts they are going to listen to Luke, who is describing his girlfriend.

    Play the audio for Sts to listen and choose the best picture. Check answers, eliciting the words and phrases which helped Sts to identify the girl, e. What does she look like? L She's quite tall and she has short dark hair. And she has brown eyes and a beautiful smile. L She's really nice - very friendly and extrovert. She's got lots of friends. The two questions are: What does she look ike? What's she like? What is she likeFbox with the class. Focus on 1 Appearance and get Sts to do a individually or in pairs.

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

    You might also want to elicit from Sts different typical colours for hair, i. Focus on 2 Personality and get Sts to do a individually or in pairs. Check the answers to a before moving on to b. Play again pausing for Sts to repeat the words. Give further practice of anywords your Sts find difficult to pronounce.

    Focus on the nice,funny orfun? Finally, for d, put Sts in pairs and get them to ask and answer questions about amember oftheir family and a good friend. Tell Sts to go back to the main lesson IB.

    Tell themwhat you think too. Ask Sts What does Charlotte look like? Give Sts a minute to read the introduction and first paragraph and answer questions in pairs. Check answers.

    Then Charlotte goes on a date with each man. Remind Srs of the importance of guessing words from context when they are reading. Tell Sts to readwhat she says, and as they read try to guess the meaning of the highlighted words and phrases- Set a time limit. Then get Sts to compare their guesses with a partner. Alternatively, Sts could check in their dictionaries.

    Deal with any other new vocabulary. Get them to cover the text and answer the four questions. Check answers, eliciting as much information as possible. She likes men who are taller than her and have a nice smile. She likes men who are into literature, art, and classical music. Katie might choose a man who is physically right for her, but Charlotte's mother has known her for longer.

    Give Sts a few minutes to complete the gaps. Sometimes I get up late on Saturday. IB Focus on the exercises for IB onp. Put them in pairs.

    Check answers and then let Sts look back at the text. Elicit some adjectives to describe them. Put Sts in pairs, A and B, and get them to sit face-to- face if possible. Tell them to go to Communication Alexander and Oliver, A onp.

    Go through the instructions carefully with them and make sure they know what they have to do. Tell them what you think too. Focus on the two questions. You could write the two questions on the board and get Sts to close their books. Play the audio once the whole way through. Get Sts to compare with a partner and play the audio again if necessary. Yes, as a friend, to go to a concert or the theatre. Iyl4 script in Student's Book on p.

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

    He was tall and dark and quite good-looking and he had a nic: Icould imagine going to a concert or theatre with him, but as a friend. Sorry Mum, but no. Focus on the two questions in a. She thought he was attractive more than Alexander , friendly, and generous. No, because he smokes. He was quite tall with short, blond hair and he had lovely blue eyes, a bit like the actor Jude Law. He was a bit shy and quiet at first, but when we started chatting he relaxed and we found we had a lot of things in common - we both like books, and the cinema, He was generous too - he wanted to pay for everything.

    I really enjoyed the evening. When it was time to go he asked for my phone number and said he wanted to meet again. IB We walked out of the restaurant and went to look for a taxi. And then something happened, and Iknew that it was impossible for me to go out with him.

    He said 'At last! I could never have a boyfriend who was a smoker. Get Sts to compare with apartner, and then check answers. Translate j explain any new words or phrases.

    TeJl them whatyou think too. You may like to tell Sts that the text and listening were based on a real magazine experiment. Unvoiced consonant sounds are made in the mouth without vibration in the vocal chords, e. For voiced sounds they should feel a vibration in their throat, but not for unvoiced sounds.

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

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

    We suggest that you go through the model and do the exercise s in class, but set the actual writing the last activity for homework. Tell Sts to go to W riting Describing a person onp. Check answers, 1 He's from Barcelona. Now focus on the chart in c and get Sts to write their own emails on a piece of paper. In d Sts check their work for mistakes before giving it in. Tell Sts to go back to the main lesson IB, 7 i.

    Sugababes in For copyright reasons this is a cover version. Ifyou want ro do this song in class, use the pbotocopiable activity on p. G present continuous V clothes: P hi and IsiJ I Q Mr and Mrs Clark and Percy Lesson plan In this lesson Sts learn vocabulary for clothes and revise prepositions ofplace and the present continuous in the context of a famous painting by David Hockney, which has an interesting story behind it.

    Focussing on the painting then leads them to the Grammar Bank, where they look at using the present continuous for things that are happening now, around now, and for describing what is happening in a picture. The present continuous is also contrasted with the present simple for habitual or permanent actions.

    Sts then have a listening activity where they hear about the story behind the painting. They then revise prepositions ofplace, and all the language of the lesson is pulled together in a final speaking activity, where Sts describe paintings to each other. Explain that there is no singular form, and that if they want to talk about an item of clothing, they should refer to it by name, e.

    Now draw a line before Cl o t h e s on the board, e. They should be able to produce wear, download, try on, and possibly put on and take off. Focus on the pictures ofthe models and ask Sts to match the items of clothing and the words. Focus on the four sections clothes, footwear, accessories, and jewellery and make sure Sts know what they mean and how to pronounce them. Now get Sts to do a individually or in pairs. Play it again, pausing after each word for Sts to repeat.

    Give further practice ofwords your Sts find difficult to pronounce. NOT atrousers. If Sts want to use an indefinite article, they should use some, e. Focus on c. Give Sts a minute to cover the words and te st th em selv es o r each o th er. Finally, go through the wear, carry, or dress? Tell Sts to go back to the main lesson 1C. It is a short sound, and always occurs in an unstressed syllable, e. Finally, repeat the activity eliciting responses from individual Sts.

    Give them a few minutes to underline the stress in the words in the list and then to decide if the highlighted sounds belong to 1 or 2 in a. Give Sts a few minutes to answer the questions in pairs, either orally or in writing. Get feedback, accepting all reasonable suggestions.

    The man has long dark hair and is slim. The man is wearing a shirt, a blue jumper, and trousers. He isn't wearing shoes. The man is sitting on a chair, and a white cat is sitting on his knee. They are looking at the painter.

    Typical mistake: The man in the picture wears a hat. We live withfriends at the moment because builders work on our house. Focus on the exercises for 1C on p. Why are you wearing a coat? You're standing on my foot!

    On the left there's a man. He's wearing a suit, and he's carrying a case. In front of him there's a woman. She's walking, etc. Focus on the title, and ask them who they think Percy is the cat. Play the audio once the whole waythrough.

    Ask Sts to tell you anything they can remember about the painting. Ozzie Clark and Celia were fashion designers and they had a very successful clothes shop in London. In the s they dressed a lot of the famous pop stars of the time including The Rolling Stones and Eric Clapton. Hockney painted Ozzie and Cecilia a few months after they got married in their flat at Netting Hill in London. He painted them in their bedroom, because he liked the light there, and on the wall on the left of the window you can see one of his own paintings.

    Mr and Mrs Clark and Percy is a very big painting, approximately three metres wide and two metres high. The couple are wearing typical ciothes of the late s. Celia is wearing a long dress, and in fact she was expecting a baby at that time. Her husband isn't wearing any shoes, and he is putting his feet into the carpet.

    This was because Hockney had a lot of problems painting his feet. Traditionally when a painter paints a married couple, the woman is sitting down and the man is standing up. In this painting the man is sitting and woman Is standing. Usually in a painting the married couple are close together, but in this painting they are separated by a big open window, which symbolizes the distance between them.

    Best textbook for English classes? New English File review

    The white cat, sitting on Mr Clark, is a symbol of infidelity. It seems that Hockney didn't think that their marriage was going to be very happy and in fact the couple got divorced four years Eater Celia often posed as a model for Hockney, but she says that this painting, his most famous picture of her, is not her favourite.

    He was murdered by his lover in his Kensington flat. Play the audio once the whole way through for Sts to mark the sentences T true or F false. Then play it again, pausing if necessary, for Sts to make notes.

    Get Sts to compare with a partner, and then check answers, making sure where relevant Sts say why an answer is true or false. Finally, tell Sts that in this painting was voted one of the top ten greatest paintings in Britain, the only one in the top ten by a living artist.

    Focus on the prepositions and phrases in the list and give Sts afew minutes to complete the gaps. Get Sts to compare with a partner. It's on a shelfbehind the table, etc. See prepositions in bold in script 1. Now put Sts in pairs. Get them to cover the sentences in a and to describe the painting, saying where the things andpeople are. Put Sts in pairs, A and B, and get them to sit face-to-face if possible.

    Then tell them to go to Communication Describe and draw, A onp. JOO, B on p. Go through the instructions with them carefully and make sure Sts are clear what they have to do. Give Sts a few minutes to look at their paintings and think about how they are going to describe them.

    Remind them to use the present continuous to say what the people are doing. You could first answer the questions yourself to give Sts more listening practice and to model how they might answer. Get feedback from a few groups. Function describing problems; asking for hetp Language There's a problem with It isn't working, I'm sorry to bother you, etc. There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the NY office ofa magazine called NewYork24seven and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month.

    If your Sts did English File Elementary, theywill already be familiar with the characters. 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. The main focus ofthis lesson is on describing problems and asking for help. Sts can find all the video content and activities on the iTutor.

    Leave it on the board, so when Sts do exercise c, they can see if Jenny mentions any of the points on the board.

    (PDF) New English File -Intermediate Teacher's Book | David Starkey - peypredkoefritlec.ml

    Get Sts to describe, them, using language that they learned in IB , e. Jenny is blonde. She has long straight hair, etc. Make sure Sts understand the meaning of mention. Give Sts a few minutes to think about which order to put them in. Now play the audio once the whole way through for Sts just to listen.

    Then play it again and get Sts to number them 1—6 in the order in which Jenny mentions rhem. I live and work in New York. I'm the assistant editor of a magazine called New York24seven. A few months ago, Ivisited our office in London to learn more about the company. I met the manager, Daniel O'Connor. I had lots of meetings with him, Df course. And a working dinner on my birthday But Ispent more time with Rob Walker.

    He's one of the writers on the London magazine. We had coffees together. We went sightseeing. Ieven helped Rob download a shirt! He was fun to be with. Iliked him a lot. I think he liked me too.

    We invited him to work for the New York magazine for a month So now Rob's coming to New York. I know he's really excited about it.

    It's going to be great to see him again. Play the audio again, so Sts can listen a second time and answer the questions. Make sure Sts understand the meaning ofpunctual.

    He was fun. In his hotel room What is he doing? Making aphone call. Now either tell Sts to close their books and write the questions on the board, or get Sts to focus on the two questions and coverthe dialogue. PEI Play the audio once the whole way through and then check answers. Rob calls reception because he has some problems in his room.

    R Hello, This is room 6X3. I'll send somebody up to look at it right now. R Thank you. R Hello. I'm sorry to bother you again. This is room R Ihave a problem with the Wi-fi. Ask Sts Who says the You Hear sentences? American Then ask Who says the You Say sentences? These phrases will be useful for Sts if they have a problem in 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. Plav again if necessary. See words in bold in script 1. They should repeat the You Say phrases when they hear the beep, Encourage them to copy the rhythm and intonation.

    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 Hear part with the new information. Fie j she should quickly read the You Say phrases again before starting. Sts now roleplay the dialogue. A starts. Monitor and help. Then elicit some problems they might have with these things in the room, e. Focus on the instructions and on sentences 1—7. Go through them with Sts and make sure they understand them. Now plav the audio once the whole way through, and get Sts to mark the sentences T true or F false.

    Make it clear that they don't need to correct the false sentencesyet. R Yeah, it's great to be here. R It's fine. My room is really J Do you have a good view from your room? R I can see lots of other buildings. J Tomorrow I'm going to show you around the office and introduce you to the team.

    You remember, Barbara, my boss? J And then you can start thinking about your blog and the column.

    Have you got any ideas yet, Rob? R What? Sorry, Jenny. J You must be really tired. R Yes, Iam a bit. What time is it now?

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