Photocopiable-english File Elementary Teacher's Book.pdf

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Photocopiable material • There is a G ram m ar activity for each main (A, B, and C) lesson o f the Students’ Book. • There is a C om m unicative activity for each main (A, B, and C) lesson o f the Students’ Book. • There is a V ocabulary activity for each main (A, B, and C) lesson o f the Students’ Book. • There is a Songs activity for each main (A, B, and C) lesson o f the Students’ Book. The recording o f the song can be found in the main lesson on the Class CD.

Using extra activities in mixed ability classes Some teachers have classes with a very wide range o f levels, and where some Sts finish SB activities much more quickly than others. You could give these fast finishers a photocopiable activity (Grammar, Vocabulary, or Communicative) while you help the slower students. Alternatively some teachers might want to give faster Sts extra oral practice with a communicative activity while slower students consolidate their knowledge with an extra grammar activity.

Tips for using Grammar activities The grammar activities are designed to give students extra practice in the main grammar points from each lesson. How you use these activities depends on the needs o f your students and the time available. They can be used in the lesson if you think all o f your class would benefit from the extra practice or you could set them as homework for some or all o f your students. • All o f the activities start with a writing stage. If you use the activities in class, get students to work individually or in pairs. Allow students to compare before checking the answers. • All o f the activities have an Activation section. Some o f the have a section that gets students to cover the sentences and to test their memory. If you are using the activities in class, students can work in pairs and test their partner. If you set them for homework, encourage Sts to use this stage to test themselves. • If Sts are having trouble with any o f the activities, make sure they refer to the relevant Grammar Bank in the Student’s Book. • Make sure that Sts keep their copies o f the activities and that they review any difficult areas regularly. Encourage them to go back to activities and cover and test themselves. This will help with their revision.

158

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3B

a

2 She’s 3 You’re 4 They’re 5 It’s 6 I’m 7 We’re 8 They’re 9 We’re 1 0 You’re l i l t ’s 12 He’s

b

2 She is 3 You are 4 They are 5 It is 61 am 7 We are 8 They are 9 We are 10 You are 11 It is 12 He is

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1

1C

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2 teaches 3 Does 4 doesn’t 5 works 6 like 7 doesn’t like 8 rains 9 Do 10 doesn’t 11 Do 12 Do

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2A

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a

3a

4 an

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3 W hat’s this; It’s a 4 What are these; They’re 5 W hat’s that; It’s a 6 W hat’s that; It’s a 7 W hat’s this; It’s a 8 What are those; They’re 9 W hat’s that; It’s a 10 What are these; They’re 11 W hat’s that; It’s a 1 2 What are these; They’re

2B a

2 live 3 do ... do 4 do ... work 5 Do ... like 6 love 7 Do ... work 8 don’t work

2 is 3 Are 4 am 5 ’s 6 ’m 7 ’s 8 are 9 ’m 1 0 ’m 11 Are 1 2 ’m not 1 3 ’m 1 4 ’s 15 s 1 6 Is 17 isn’t 1 8 ’s 19 are 2 0 Are 21 aren’t 2 2 ’re

2 2 ’s 3 Are 4 ’m not 5 are 6 ’m 7 Is 9 A re 1 0 ’m not 1 1 ’m 1 2 a re 131s 15 Is 16 isn’t 17 Is 18 isn’t 19 Are 2 0 aren’t 2 1 ’re

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What kind o f books do you read? Are you tired? Where are you from? What does your mother do? How many languages do you speak? W hat kind o f car do your parents have? How do you spell your surname? When do you have English classes? W hich do you prefer, the summer or the winter? Who is your favourite singer? W hat kind o f music does your teacher like? W hat exercise do you do?

3 It’s Pete’s CD. 4 It’s Rachel’s book. 5 It’s Pete’s (concert) ticket. 6 It’s Rachel’s DVD player. 7 They’re Pete’s music books. 8 I t ’sK eira’s coat. 9 They’re Rachel’s board pens. 10 It’s Toby’s (tennis) shirt. 11 It’s Pete’s piano. 12 It’s Keira’s car. 13 They’re Toby’s tennis balls. 14 It’s Rachel’s dictionary. 15 They’re Toby’s sports shoes. 16 It’s Keira’s bag.

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a

3 Don’t worry 4 be careful 5 Don’t park 6 Turn off 7 Don’t take 8 Sit down 9 Be quiet 10 Slow down

b

2 Let’s have 3 Let’s go home 5 Let’s ask 6 Let’s have

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1 2 3 4 5 6 7 8 9 10 11 12

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2 It’s a cheap hotel. 3 It’s a fast train. 4 It’s an easy exercise. 5 It’s an expensive watch. 6 She’s a beautiful actress. 7 It’s a long snake. 8 He’s an old man. 9 It’s a small car. 10 They’re new boots. 11 It’s a dangerous road. 12 He’s a tall man.

2C

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4 Let’s park

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2 plays 3 have 4 go 5 watches 6 wear /need 7 live 8 drinks 9 works 1 0 rains

b

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2 3 4 5 6 7 8 9 10 11 12

5 to

6 in

7 at

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He always sleeps for eight hours. They sometimes go to the cinema on Friday. She meets her friends once a week. He is always in a hurry. She never eats meat. He often does his homework on the bus. She is sometimes late for class. They do yoga twice a week. He hardly ever goes to the hairdresser’s. He often goes to the doctor’s. She studies English every day.

5A a

2 to 3 in 4 at 9 in/at 10 at

FDQ  can’t

2 can’t take 3 C a n ... sit 4 can’t find 5 can cook 6 can’t hear 7 Can ... open 8 can’t park 9 can’t speak 1 0 C a n ... help 11 can’t swim 12 can dance

V V i

5B a

2 ’s washing 3 ’s listening 5 are .. .doing 6 ’m going

2

7 Are ... watching 8 ’s happening 9 ’re winning 10 aren’t playing 11 aren’t ... watching 1 2 ’m working 13 is watching

4

2 0 ’s ... doing 21 Is ... working 2 2 ’re travelling 2 3 are ... doing 2 4 ’m not working 2 5 ’m looking for

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3

17 Did ... watch 1 8 didn’t 2 0 didn’t finish 21 started 2 3 didn’t arrive

4

2 4 called 2 5 didn’t answer 2 6 texted 2 7 didn’t ... text 2 8 didn’t talk 2 9 chatted 3 0 didn’t chat 31 wanted 3 2 danced

Is there a double bed in the bedroom? Yes, there is. Is there a DVD player in the living room? Yes, there is. Is there a plant in the study? No, there isn’t. Is there a dishwasher in the kitchen? Yes, there is. Are there any cupboards in the bathroom? Yes, there are. 8 Are there any chairs in the bedroom? No, there aren’t. There are some plants in the living room. There’s a mirror in the hall. There aren’t any books in the living room. There’s a computer in the study. There isn’t a clock in the kitchen. There’s a fireplace in the living room. There are some shelves in the study.

& there was  there were a

2 wasn’t 3 was 4 weren’t 5 was 6 wasn’t 7 was 8 was 9 weren’t 10 was i i wasn’t 12 were 13 wasn’t 14 weren’t 15 was i 6 were 17 weren’t 18 wasn’t 19 were 2 0 wasn’t

1

2 didn’t come 3 did you see 4 Did you do 5 was 6 woke up 7 had 8 drove 9 didn’t have 10 went 11 came 12 did 13 made 14 did you come 15 arrived 16 sat 17 read 18 checked 19 had 2 0 watched 21 went to sleep 2 2 Did you speak 2 3 did she say 2 4 didn’t talk 2 5 said 2 6 called 2 7 heard 2 8 took 2 9 closed 3 0 didn’t say 31 left

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7B a

a

2 doesn’t mind getting up 3 love eating 4 loves reading 5 doesn’t mind doing 6 doesn’t like watching 7 like swimming 8 hates shopping /buying food 9 love cycling 1 0 like going 11 don’t like working 1 2 doesn’t mind cooking

7A a

3 did they tell 4 did they meet 5 Was the music 6 did they do 7 didn’t they take 8 did the musicians see 9 Did they go to bed 10 did they do

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6C a

2 were 3 told 4 said 5 met 6 had 7 was 8 spoke 9 spent 1 0 left 11 found 12 didn’t have 13 was 1 4 saw 15 thought 1 6 were 17 got 18 didn’t go 19 made 2 0 sang 21 knew 2 2 was

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2 are ... wearing; ’m working 3 are having 4 are ... go; go 5 are ... doing; ’m waiting 6 do ... work; work 7 ’m listening 8 Do ... wear; don’t like 9 ’s snowing; make 10 are ... going; ’m going 11 ’s having 12 do ... see;meet

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1

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2

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3

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4

18 There were 19 Were there 21 there weren’t

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2 3 4 5 6 7 8

Is there any sushi? Yes, there is. Are there any carrots? No, there aren’t. Is there any cheese? Yes, there is. Is there any fish? No, there isn’t. Is there a /any chicken? Yes, there is. Are there any eggs? Yes, there are. Is there any orange juice? No, there isn’t.

E

2 3 4 5 6 7 8

There’s some tomato juice. There’s some pineapple. There aren’t any strawberries. There aren’t any peppers. There’s some milk. There are some mushrooms. There isn’t any ice cream.

19 worked 2 2 missed

9В how much   how many, a lot of,HWF a

2 many /He eats a lot o f burgers. 3 many /He doesn’t eat many chips. 4 much /She doesn’t eat any meat. 5 many /She eats a lot o f vegetables. 6 much /She doesn’t drink much Diet Coke. 7 much /She drinks a lot o f milk. 8 much /She doesn’t eat much bread. 9 many /She doesn’t eat any apples. 10 much /He doesn’t eat any cereal. 11 much /He eats a lot of pasta. 12 many /He drink a lot o f cups of espresso.

9C a

2 3 4 5 6 7 8 9 10 11 12

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A man is slower than a horse. Blu-ray technology is newer than MP3 technology. Russia is bigger than Canada. A Cartier watch is more expensive than a Swatch watch. Shanghai is more crowded than Istanbul. New York is hotter than London (in the summer). Travelling by car is more dangerous than travelling by plane. Oranges are healthier than apples. The Burj Khalifa tower is higher than the Empire State Building. Rome is drier than Buenos Aires. Stockholm is sunnier than Paris.

10A a

b

W hat’s the windiest city in the world? W hat’s the largest desert in the world? W hat’s the highest mountain in the world? W hat’s the highest city in the world? W hat’s the longest river in the world? W hat’s the most populated city in the world? W hat’s the wettest town in the world? W hat’s the most popular tourist destination in the world? 10 W hat’s the most active volcano in the world? 2 Atlanta International in the USA 3th eSarah a 4 Mount Everest 5 La Rinconada in Peru 6 the Nile in Egypt 7 Shanghai in China 8 Cherrapunji in India 9 France 10 Kilauea in Hawaii

10B a

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1 2 ’m going to have dinner 2

3 aren’t going to study

3

5 ’m not going to go out

4 ’re going to live

4

7 Is ... going to be

5

9 are ... going to do 1 0 ’re going to stay 11 Are ... going to take 12 ’re going to visit

6

1 3 ’s going to buy 14 is ... going to do 15 isn’t going to give

6 ’m going to go to bed

8 ’s going to bring

& be going toSUHGLFWLRQV a

badly carefully cheaply dangerously easily well hard loudly noisily quietly slowly

b

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11B

2 to be 3 to play 6 to go I have

b

1 Would

11C

2 He’s going to listen to music. 3 He’s going to win the match. 4 They’re going to have a party / dinner party. 5 She’s going to make a salad. 6 It’s going to snow. 7 She’s going to buy some shoes. 8 He’s going to play the guitar. 9 She’s going to get married. 10 He’s going to take the dog for a walk.

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4 to drive 5 to go /to travel 7 to get /find 8 to do

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2 How did you get 3 W here’s 4 What time do you get up 5 How many ... do you have 6 Where did you go 7 Where do ... live 8 Are you reading 9 W hich do you prefer 1 0 Have you done 11 Are you going out 12 How old is 1 3 How often I When do you have 1 4 Why did ... go 15 When was ... born

1А GRAMMAR verb b e 0 , subject pronouns ф

Complete the sentences with a pronoun (I,y o u , etc.) and ’m , ’re, o r ’s.

Q

Rewrite sentences 1-12 with the full forms (NOT contractions). 1 I am at the airport. 2 ______ ________ my teacher. 3 ______________ in Class 2.

ф

. in this class. 7 __________ 8 ________ _ _ _ egg sandwiches.

9 _______________ in the cafe.

4 ______________ taxis.

10 _______________ in Room 231.

5 ______________ my cat.

11 _______________ my computer.

6 ______________ your teacher.

12 _______________ a student in my class.

Test your memory. Cover the sentences in a. Look at the pictures and say the sentences. Use contractions. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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IB GRAMMAR verb b e 0 a n d [ L ф

Complete the conversations with a form of the verb EH Use contractions where possible.

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Practise the conversations on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

1C GRAMMAR possessive adjectives: Q

my, your, etc.

Look at the pictures. Complete the sentences with m y,your, his, her, our, their.

Test your memory. Cover the sentences. Look at the pictures and say the sentences. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

2А GRAMMAR a / an; plurals; Q

this / that / these / those

Complete the phrases with a, an or -. 1 They’re

pens.

5 This is.

2 They’re__________ stamps.

6 It’s ___

. umbrella.

3 It’s ________________ wallet.

7 This is _

___ credit card.

4 It’s_________ identity card.

8 They’re.

____watches.

Look at the pictures. Write a question with this, that, these, or those and complete the answers.

1 W hat’s that? It’s a table.

2 What are those?

3 ________________ T h ey ’re books.

______ DVD.

. hotel.

mobile phone.

10 ____________________________ ?

____________ glasses.

Q

______dictionaries.

11

____________________________ ?

__________ TV.

_________ printer.

12 ____________________________ ?

_________ tickets.

Test your memory. Cover the sentences and look at the pictures. Take turns to ask and answer. What’s this / that in English?)

Q t s a ...

What are th ese / those in EnglishQ

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

(T hey’re ...

2B GRAMMAR adjectives Q

Write sentences for pictures 1-12. Use an adjective in the list.

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fast

eaSy QHZ

i4^ 41 small

lo n g 1 H e ’s a rich man.

Q \

2 _____________________________________

8

3 _______ ____________________________ 4 ___________________________________

9 10

5 ___________________________________ 6 _______________________________________

11 12

Test your memory. Cover the sentences and adjectives. Look at the pictures and remember the sentences. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

2С GRAMMAR imperatives, let’s Q

Complete the dialogues with a positive 0 or negative 0 imperative using a verb in the list. EH

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Practise the conversations on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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ЗА GRAMMAR present simple 0 and □ 0

1

Write a positive 0 sentence for each picture with different verbs.

2 He----------------------basketball.

3 They _ a dog.

4 They_______________ to school by car.

5 She_______________ TV in the evening.

6 I-------glasses.

7 We___________ in the city centre.

8 He________ a lot of coffee.

9 She______ in an office.

I like pizza.

10 It_______________ a lot here. Q

Write negative 0 sentences for pictures 1-10. 1 I don’t like pizza. 2 _________________________________________

9 _________________________________________ 10 _________________________________________

Q

Test your memory. Cover the sentences in a. Look at the pictures and say positive 0 and negative El sentences.

/NKMG FQPğVNKMG English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗВ GRAMMAR present simple Complete the conversation in the present simple. Use 0 , 0 , and 0 forms. Use the verbs in the list and auxiliaries do and d o n ’t where necessary. GR OLNH OLYH ORYH VSHDN ZRUN[ $ :KHUHDUH\RXIURP" ̩ 3RODQG $
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Q

Choose the right word to complete the conversation. $ $UH\RXPDUULHG" ̩
Q

Practise reading the conversations on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗС GRAMMAR word order in questions Q

Put the words in order to make questions. YO U R PARTNER

1

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2

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3

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8

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9

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Q

10

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11

NLQG RI OLNH \RXU WHDFKHU :KDW PXVLF GRHV"

12

H[HUFLVH GR :KDW GR \RX"

Work with a partner. Ask and answer the questions. Note the answers. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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4A GRAMMAR

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Q

Look at objects 1-16. Whose are they? Write fourteen more sentences. 9

1 It’s T o b y ’s tennis racket.

Q

2 T h ey ’re K e ir a ’s glasses.



3 ________________________



4 _______________________



 BBBBBBBBBBBBBBBBBBBBBBB

13

6 ___________________

14

7 ________________ ___

15

 ____________________

16

Cover the sentences. Test a partner. :KRVHLVWKLV  MI V 5DFKHOಬVERRN :KRVHDUHWKHVH" 7KH\ಬUH.HLUDಬVJ OD VVH VA

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

КШ

4В GRAMMAR prepositions o f time and place (at,

in, on, to)

TIME ф

Complete the sentences with in, on, or at.

PREPOSITION 1 I usually wake up H

i 7.00 every day.

at

2 I never work ■ ■ the weekend. ‘ 3 I see my family 4 The party is

Sundays. 21 st December.

5 We hardly ever watch TV ■ ■ the evening. 6 I usually go to bed

11.00 p.m.

7 I go skiing ■ ■ the winter. 8 I always go out

Friday night.

9 My birthday is H H January. 10 People usually give presents H H Christmas. 11 We always go shopping 12 I get up late

Friday.

Saturday mornings.

13 I sometimes go home ■ ■ lunchtime. 14 We usually have three classes

the afternoon.

15 Nurses often work Ш Я night.

PLACE Q

Complete the sentences with in, at, or to.

PREPOSITION 1 I live M

a small flat in the city centre.

2 She usually goes

the gym after work.

3 Do you have a TV H

your bedroom?

4 I always have lunch ■ ■ home. 5 We often go ̿̿̿ the cinema on Friday evenings. 6 Let’s play football ^ H i the park this afternoon. 7 The children aren’t ШШШschool today. It’s a holiday. 8 I usually go M

work by train.

9 On Saturdays we sometimes have dinner ̭̿̿ a restaurant. 10 My wife isn’t here at the moment. She’s

Q

172

work.

Test your memory. Cover the PR EPO SITIO N column and say the sentences.

(QJOLVK)LOHUGHGLWLRQ7HDFKHUಬV%RRN(OHPHQWDU\3KRWRFRSLDEOHk2[IRUG8QLYHUVLW\3UHVV

4С GRAMMAR adverbs and expressions o f frequency ф

Look at the pictures and reorder the words to make sentences.

KRXUV +H VOHHSV DOZD\V HLJKW IRU M

1 S h e g o es to the g y m ev ery day.

VRPHWLPHV 7KH\ WKHFLQHPD JR WR  RQ)ULGD\

2

Look at the pictures and make true sentences about you. I go to the gym once or twice

a week?)

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5А GRAMMAR can / can’t 0

Look at the pictures. Complete the sentences with can / can ’t and a verb in the list. FRRN GDQFH KHDU KHOS ILQG RSHQ SOD\ SDUN VLW VSHDN VZLP WDNH

1 He can’t play the guitar.

2 You-------------------------------photos in here!

3 --------------- 1. here, please?

4 He______________________ his glasses.

5 Jamie____________________ very well.

6 Theboy____ the old man.

__________ I_____________ the window?

8 Stop! You________________ there.

9 They__ French.

10

10

Q

.you . me, please?

11 She____________________ 12 They______ very well.

Test your memory. Cover the sentences. Look at the pictures and say the sentences.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5B GRAMMAR present continuous: be + verb + -ing Q

Complete the sentences with the verb in brackets in the present continuous. Use contractions where possible. $ :KDWಬVWKDWQRLVH" ̩ ,WಬVRXUQHLJKERXU $ 1RWDJDLQ: KDWಬVKHGRLQJGR QRZ" ̩ ,WKLQNK H BBBBBBBBBBBBBBBBBBBBZDVK KLVFDUDQGKH BBBBBBBBBBBBBBBBBBBB OLVWHQ WRWKHUDGLR $ :KDW"$WRQD6XQGD\PRUQLQJ:K\BBBBBBBBBBB K H BBBBBBBBBBB GR  LWDWWKLVWLPH" ̩ ,GRQಬW NQRZ: KDWBBBBBBBBBBB \RXBBBBBBBBBBBB GR "  $ BBBBBBBBBBB JR RXWVLGH,FDQಬW VOHHSZLWKWKLVQRLVH $ BBBBBBBBBBB \RXBBBBBBBBBBBB WKHPDWFKZDWFK " ̩ 2IFRXUVHZHDUH $ : KDWBBBBBBBBBBBBBBBBBBBKDSSHQ " ̩ :HBBBBBBBBBBBBBBBBBBBBBB ZLQ  EXWZH BBBBBBBBBBBBBBBBBBBB QRWSOD\ YHU\ZHOO:K\ BBBBBBBBBBBBBBBBBBB\RXBBBBBBBBBBBB QRWZDWFK WKHPDWFK" $ BBBBBBBBBBBBBBBBBBBBBB ZRUN DQGP\ERVV BBBBBBBBBBBBBBBBBBBBZDWFK  PHDOOWKHWLPH $ :KDWFDQ\RXVHH" ̩ 7KHUHDUHWKUHHPHQGRZQVWDLUV $ : KDWBBBBBBBBBBB WK H \ BBBBBBBBBBBBB GR " ̩ 7KH\BBBBBBBBBBBBBBBBBBBB FRXQW PRQH\,WKLQN1RVRUU\ 7KH\B BBBBBBBBBBBBBBBBBQRWFRXQW PRQH\7KH\ BBBBBBBBBBBBBBBBBBBB SOD\ FDUGV $ &DQ\RXVHH-LP" ̩
Q

Test your memory. Cover the dialogues. Look at the pictures and practise the dialogues.

(QJOLVK)LOHUGHGLWLRQ7HDFKHUಬV%RRN(OHPHQWDU\3KRWRFRSLDEOHk2[IRUG8QLYHUVLW\3UHVV

175

5С GRAMMAR present simple or present continuous? ф

Put the verbs in the present simple or present continuous. Use contractions where possible.  $ :KDWDUH\RX GRLQJDWWKHPRPHQW"GR ̩ , ಬPFKHFNLQJP\HPDLOVFKHFN  $ :K\BBBBBBBBBBB \RXBBBBBBBBBBBB WKRVHROGFORWKHV"ZHDU ̩ %HFDXVH, BBBBBBBBBBBBBBB   LQWKHJDUGHQZRUN  $ :KDWಬVWKD WORXGPXVLF" ̩ 0\QHLJKERXUVBBBBBBBBBBBBBBBBB DSDUW\KDYH  $ :KHUHBBBBBBBBBBBB \RX BBBBBBBBBBBB "JR ̩ 7RP\SDUHQWVಬKRXVHIRUOXQFKZHXVXDOO\BBBBBBBBBBB WKHUHIRUOXQFKRQ6XQGD\V JR  $ +L1RUD: KDWBBBBBBBBBBB \RXBBBBBBBBBBBB KHUH"GR ̩ , BBBBBBBBBBBBBBBBBBIRUDIULHQGZDLW  $ :KHUHBBBB

\RX BBBBBBBBBBBB "ZRUN

̩ , BBBBBBBBBBBB LQDUHVWDXUDQW,ಬPDZDLWHUZRUN  $ :KDWಬVWKHDQVZHUWRQXPEHU" ̩ 6KK, BBBBBBBBBBBBBBBBB WRWKHWHDFKHUOLVWHQ  $ BBBBBBBBBBB \RXBBBBBBBBBBBB DXQLIRUPIRUZRUN"ZHDU ̩
EO      ([FHOOHQW
Q

Work with a partner. Talk about two things you do every day, and two things you are doing at the moment. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6А GRAMMAR object pronouns: me, you, him, etc. ф

Complete the sentences with m e,y o u , him, her, it, us, or them. Write in the PRONOUN column.

PRONOUN 1 It’s a great song. I love |^H!

it

2 We can’t speak Italian very well. Can you help ШШШ~3 The phone’s ringing! Can you answer ШШЖ4 I often call Ellie, but she hardly ever calls 5 Can you go to the boss’s office? She wants to see 6 Where are my keys? I can’t find HH! 7 Hello again! Do you remember ШШК- My name’s Matt. 8 Lorna’s in love with Nick, but he isn’t in love with H

I.

9 Is Kate’s boyfriend nice? I don’t know 10 A What do you think of these shoes? В I don’t like |^H. They’re a horrible colour. 11 We don’t know this city. Can you tell ̲̿̿ some places to visit? 12 This bar’s very noisy. I really don’t like 13 My sister works in Germany. I don’t see

8 very often.

14 I’m free tonight. Do you want to come to the cinema with I ̿ ̭  15 This exercise is very difficult. I can’t do 16 Your bank manager called. He needs to speak to 17 My husband gets home late, but I always have dinner with I^H. 18 George and Nora are really nice. I like 19 You have a message from Alice. Please call ̭̿̿on her mobile. 20 Our neighbours are very unfriendly. They never speak to HH-

Q

Test your memory. Cover the PRONOUN column. Say the sentences again with the pronoun.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6B GRAMMAR like (+ verb + -ing) Q

Look at the pictures and write the sentences. 1 H e h ates eating alon e.

morning,

3 They_______ in restaurants. 4 He_________ in bed.

5 She____________________ _______________ homework. 6 She____________________ ____________ football on TV.

7 We____________ in the sea. 8 He_____________ in the supermarket.

9 They_______ 10 They_______ to the cinema.

11 I___ late. 12 She_

0

178

Test your memory. Cover the sentences. Look at the pictures and say the sentences.

(QJOLVK)LOHUGHGLWLRQ7HDFKHUಬV%RRN(OHPHQWDU\3KRWRFRSLDEOHk2[IRUG8QLYHUVLW\3UHVV

ИЛ

6C GRAMMAR be or do?

it JLJT ffiJL I U E

Q

Complete the conversation with a form of the verb be or do. Use contractions where possible.

.HYLQ

+L,ಬP.HYLQ, OಬPWKHPDQDJHURIWKHPXVLFVWRUH

&DOOXP +HOORWKDQN\RXIRULQYLWLQJPHWRWKHLQWHUYLHZ

IT JT f

.HYLQ &DOOXP .HYLQ


&DOOXP
: KDWBBBBBBBBBBBB \RXBBBBBBBBBBB "

&DOOXP BBBBBBBBBBBB DXQLYHUVLW\VWXGHQW

1Г IT f

.HYLQ

,VHH: KDWBBBBBBBBBBBB \RXVWXG\LQJ"

&DOOXP BBBBBBBBBBBB VWXG\LQJPXVLF .HYLQ

*UHDW:KDWLQVWUXP HQWBBBBBBBBBBBB \RXSOD\"

&DOOXP ,SOD\WZRDFWXDOO\,SOD\WKHSLDQRDQGWKHIOXWH .HYLQ

7 K D WBBBBBBBBBBBBB LQWHUHVWLQJ\RXSUDFWLVLQJIRUDFRQFHUWDWWKHPRPHQW"

&DOOXP
:KDWRWKHUNLQGVRIPXVLFBBBBBBBBBBBB \RXOLNH"

1Г If 1Г IV Л' IT 1Г JT

&DOOXP ,UHDOO\OLNHURFNKLSKRSMD]]DOONLQGVR IPXVLF7KHRQO\PXVLFBBBBBBBBBBBB OLNHLVFRXQWU\ .HYLQ

+RZBBBBBBBBBBBB \RXXVXDOO\OLVWHQWRPXVLF"

&DOOXP 2QP\L3RG .HYLQ

BBBBBBBBBBBB \RXIUHHLQWKHDIWHUQRRQV"

&DOOXP
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&DOOXP : HOO

0

Practise reading the conversation on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

7A GRAMMAR past simple of be: was / were Q

Complete with was / wasn’t or were j w eren’t to make true sentences.

1 (GZDUG9,,,wasn’t .LQJIRUYHU\ORQJ

2 -XOLXV&DHVDUBBBBBBBBBBB WKHILUVW5RPDQHPSHURU 3

7FKDLNRYVN\BBWKHFRPSRVHURI6ZDQ/DNH

4

7KH9LNLQJVBBBBBBBBBBBBBBBIURP*HUPDQ\

5

+HOHQD%RQKDP&DUWHUBBBBBBBBBBBB LQWKH+DUU\3RWWHU ILOPV

6 5RDOG'DKOBBBBBBBBBBB DIDPRXV%ULWLVKPXVLFLDQ 7

_

7KHIRRWEDOO:RUOG&XSBBBBBBBBBBB LQ6RXWK$IULFD

8 %UDG3 LWWBBBBBBBBBBBBBPDUULHGWR-HQQLIHU$QLVWRQ 9

6RFUDWHVDQG3ODWRBBBBBBBBBBBBBB %UD]LOLDQIRRWEDOOHUV

10 3DEOR3LFDVVRBBBBBBBBBBB 6SDQLVK 11 %HHWKRYHQBBBBBBBBBBB D6ZLVVFRPSRVHU 12 1HLO$UPVWURQJDQG%X]]$OGULQBBBBBBBBBBB WKHILUVWPHQ WRZDONRQWKH0RRQ 13

+LODU\&OLQWRQBBBBBBBBBBBBB3UHVLGHQWRIWKH86$LQWKH V

14

7KH,QFDVBBBBBBBBBBB IURP0H[LFR

15

0DUFR3RORBBBBBBBBBBB ERUQLQ,WDO\

16

7KH%HDWOHVBBBBBBBB   IURP/LYHUSRRO

17

9LQFHQWYDQ*RJKDQG/HRQDUGRGD9LQFLBBBBBBBBBBB IDPRXV*HUPDQSDLQWHUV

18

:LOOLDP:DOODFH%UDYHKHDUW BBBBBBBBBBBBBB IURP,UHODQG

19

7KHODVW2O\PSLF*DPHVLQ$VLDBBBBBBBBBBBB LQ%HLMLQJLQ 

 7KH:DOO6WUHHW&UDVKBBBBBBBBBBBBBBBBBBBBBBBLQ

Q

Work with a partner. Make questions and test your partner’s memory. :DVEdward VIII King for very lon g Q  A - No, he wasn’t.

English File 3rd edition Teacher's Book Elementary Photocopiable © Oxford University Press 2012

7В GRAMMAR pas^ff.^ie.iegular verbs Q

Complete the dialogues in the past tense. Use the verbs in brackets. $QQLH ' LG\RXVWXG\)UHQFKDWXQLYHUVLW\"VWXG\  ,WDOLDQ, %HWK 1RBBBBBBBBBBBBBBBBB )UHQFKBBBBBBBBB 5RPHIRUVL[PRQWKVLQP\WKLUG\HDUQRWVWXG\VWXG\OLYH $QQLH :KHUH

\RX

LQ

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\RX

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\RX

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/XF\ $SUREOHP",VWKD WZK\\R X BBBBBBBBBBB ZLWKKHUIRUWZHQW\PLQXWHV" GDQFH

Q

Practise the dialogues on this page in pairs.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

7С GRAMMAR past simple: irregular
Complete the story with the past simple form of the verbs in brackets.

My memorable night at the Edinburgh Festival

7

by Lotte

his happened in my first sum m er w hen I was a t Edinburgh University. I lived in a room in a big house with three friends. That sum m er some musicians rented two oth er rooms in our house. It

1w as (be) August and the Edinburgh Music and Arts Festival was on. The m usicians2__________ (be) from Poland, Italy, and the Netherlands. One afternoon th e y 3_______ _ _ _ (tell) m e about a Latin music club. My friends and 14_____________ (say) th a t we wanted to go w ith them . W e5____________ (meet) them a t the club th a t evening a t 9.00 p.m. I t 6_____________ (have) a really friendly atm osphere and the m u sic7____________ (be) fantastic! Our new frien d s8_____________ (speak) English very well and w e 9____________ (spend) the evening dancing and chatting. W hen we 10_____________(leave) the club, w e 11_____________ (find) th a t w e 12____________ (not have) the money for a taxi home. I t 13_____________ (be) a w arm night, so we walked hom e through the streets. The m usicians14____________ (see) the historic buildings and m onum ents for the first time, and th e y 15_____________ (think) th a t they 16 (be) really beautiful. W e17___________ (get) hom e at 4.00 a.m., but w e 18_____________ (not go) to bed. W e19____________ (make) some coffee and chatted. Then our friends played their guitars and w e 20____________ (sing) songs th a t we a ll21_____________(know). I t 22_____________(be) a wonderful, m em orable evening and, ten years later, we are still friends.

Q

Complete these questions about the story. 1 Which month was the Edinburgh Festival in?

It was in August.

2 Where_____________ ________________from?

They were from Poland, Italy, and the Netherlands.

3 What.__ _

. Lotte about?

They told her about a Latin music club.

4 What time. 5 _________

_ at the club?

They met at 9.00 p.m.

_____ good?

Yes, it was fantastic.

6 What.

. at the club?

7 Why _

. a taxi home? . for the first time?

8 What.

10 What.

They danced and chatted all evening. Because they didn’t have enough money. They saw Edinburgh’s historic buildings and monuments.

. when they got home?

No, they made coffee and chatted.

_________ after that?

They played their guitars and sang.

Work with a partner. Cover the answers. Take turns to answer the questions. Then cover the questions and take turns to make the questions from the answers. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8A GRAMMAR past simple: regular and irregular verbs ф

Complete the conversation with the past tense of the verb in the brackets. Be careful with 0 , 0 , and [S.

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лиг

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1Г IT (Г 1Г If JT JT f

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JT il IT JT

Q

Read the story again. Then cover it. Can you remember five things that Mr and Mrs Thomas did yesterday?

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8В GRAMMAR there is / there are, some / any + plural nouns

Q

Write the questions and short answers. 1 shower I bathroom?

Is there a shower in the bathroom?

Yes, there is.

2 pictures I hall? 3 double bed / bedroom?

A re there any pictures in the hall?

No. there aren’t.

4 D V D player / living room? 5 plant I study? 6 dishwasher / kitchen? 7 cupboards / bathroom? 8 chairs / bedroom? Q

Write 0 or H sentences. 1 table I kitchen

T h ere’s a table in the kitchen.

2 plants I living room 3 mirror I hall 4 books I living room 5 computer / study 6 clock I kitchen 7 fireplace / living room 8 shelves / study

Q

Test your memory. Look at the picture again for 30 seconds. Then A (picture face up) ask В (picture face down) five questions about the house. Then change roles. Is there

a ____ in t h e ____ ? Are there any ____ in t h e ____ English File 3rd edition Teacher's Book Elementary Photocopiable © Oxford University Press 2012

8С GRAMMAR there was / there were ф

Complete the sentences with WKHUHZDVWKHUHZDVQಬWWKHUHZHUHWKHUHZHUHQಬWor :DVWKHUH :HUHWKHUH" 1

$ :DVWKHUHDVXSHUPDUNHWLQ\RXUWRZQZKHQ\RXZHUHDFKLOG" ̩ 1RBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB DEDNHUಬVDQGD VPDOOVKRS $ BBBBBBBBBBBBBBBBB DQ\,WDOLDQUHVWDXUDQWV",ORYHSL]]D ̩ 1RBBBBBBBBBBBBBBBBB E X WBBBBBBBBBBBBBBBBB DFDIH $ QG BBBBBBBBBBBBBBBBB WZRSXEV

2 $ :HVWD\HGLQDJUHDWKRWHOLQ6SDLQBBBBBBBBBBBBBBB DKXJH79LQRXUURRP ̩ :RZBBBBBBBBBBBBBBBBB DVZLPPLQJSRRO" $


$ BBBBBBBBBBBBBBBBB DYHU\ROGFDVWOHLQWKHWRZQ,OLYHGLQDV DFKLOG3HRSOHVDLGBBBBBBBBBBBBBBBBB VHFUHWURRPVLQLW ̩ 5HDOO\"BBBBBBBBBBBBBBBBB JKRVWVLQWKHFDVWOHWRR" $
4

$ 'LG\RXJHWDQ\WKLQJQLFHLQWKHVDOH" ̩
Ш ф

Ш

Ш

Work with a partner. Say three things that there were in the street or area where you live, but which are not there now.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

̧ *5$00$5 countable / uncountable nouns; a / an,

Q

Look at what’s in the fridge. Write the questions and short answers. 1 butter? 2 sushi?

No. there isn’t.

___________________________________

____________________

carrots?

___________________________________

____________________

4

cheese?

___________________________________

____________________

5

fish?

___________________________________

____________________

6 chicken?

__________________________________

____________________

eggs?

--------------------------------------------------_

-------------------------------

___________________________________

____________________

8 orange juice?

Write В or 0 sentences with a / an, some, or any. 1 onions 2 tomato juice

There aren’t any onions.

_______________________________________________

3

pineapple

_______________________________________________

4

strawberries

_______________________________________________

peppers 6 milk 5

7

mushrooms

8 ice cream

Q

Is there any butter?

3

7

Q

some / any

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

Test your memory. Work with a partner. A (picture face up) ask В (picture face down) five questions about what’s in the fridge. Then change roles. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

9В GRAMMAR how much / how many, a lot of, etc. Q

CJ ir c l o the rig h t w ord in bold. T h e n an sw er th e q u estio n w ith a com p lete sen ten ce. U se a lo t of, n o t ... m u ch, n o t ... m an y, o r n o t ... any.

Fast Food Phil 1 How much M many orange juice does he drink? H e d o esn ’t drin k any o ran g e ju ice.

2 How much / many burgers does he eat? 3 H ow much , many chips does he eat?

Valerie the vegetarian 4 How much / many m eat does she eat? 5 H ow much / many vegetables does she eat? 6 H ow much , many D iet C oke does she drink?

Baby Belinda 7 H ow much / many m ilk does she drink? 8 How much / many bread does she eat? 9 H ow much / many apples does she eat?

Fabio the Italian Food Fan

Q

10 H ow

much M many cereal does he eat?

11

H ow

much , many pasta does he eat?

12

How

much / many cups o f espresso does he drink?

W o rk w ith a p artn er. A n sw er q u estio n s 1 - 1 2 ab ou t y ou rself. T h e n ask you r p a rtn er so m e q u estio n s and d iscu ss.

,

GRQಬWGULQNPXFKRUDQJHMXLFH+RZPXFKRUDQJHMXLFHGR\RXGULQN4

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

9С GRAMMAR comparative adjectives Q

Use the information to make comparative sentences.

Length WKH$NDVKL.DLN\REULGJH-DSDQ  IW WKH*ROGHQ*DWHEULGJH86$  IW

1 T h e G o ld en G a te brid g e is sh o rter than the A k a sh i-K a ik v o bridge.

^

Speed PDQPSK KRUVHPSK

7

VORZ

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Inventions

3

Size

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4

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^

Price

5

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People per km2

..

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6

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u

^Average summer temperature

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Test your memory. Cover the sentences and look at the pictures. Compare the things.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

10А GRAMMAR superlative adjectives ф

Write the questions.

1 busy I airport / world W h a t’s the busiest a irp o r t in the w orld ?

2 windy I city / world

3 large I desert / world

4 high I mountain / world

5 high I city / world

6 long I river I world

7 populated / city / world

8 wet I town I world

9 popular I tourist destination / world

10 active / volcano / world

Q

Match questions 1-10 to the answers below. France Cherrapunji in India Kilauea in Hawaii Mount Everest the Nile in Egypt

^

ǹ ǹ ǹ ǹ ǹ

Wellington in New Zealand La Rinconada in Peru the Sahara Shanghai in China Atlanta International in the USA

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Test your memory. Cover the questions and look at the answers. Make sentences about each place. :HOOLQJWRQLQ1HZ=HDODQGLVWKHZLQGLHVWFLW\LQWKHZRUOGA

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

10B GRAMMAR be going to (plans) Q

C o m p le te th e se n ten ces w ith EHJRLQJWRU se th e verb in b rack ets. U se c o n tra c tio n s w h ere p ossib le. 1

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P ra c tise th e d ialog u es o n th is page w ith your p artn er. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

Ю С GRAMMAR Q

be going to (predictions)

What are they going to do? Write a prediction for each picture. Use a verb in the list, EX\ JHWPDUULHG KDYH(x2) OHDUQ OLVWHQ SOD\ VQRZ WDNH ZLQ

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1 H e ’s going to learn Italian.

2 ____________________

4 5

6 7

10 _

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Cover the sentences and look at the pictures. Say the predictions.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

11А GRAMMAR adverbs (manner and modifiers) p Make adverbs from the adjectives. _________ dangerous _ bad careful _________ easy cheap _________ fast Q

good hard loud

noisy quiet slow

Write sentences for pictures 1-12. Use an adverb from a. 1 She’s eating noisily. 2 He’s driving___________

3 He’s writing______ 4 She passed the exam

5 They’re dancing_____ 6 She’s opening the door

7 She’s running. 8 He’s working _

9 She bought them. 10 He’s driving____

11 She’s singing_ 12 They’re talking.

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Cover the sentences and look at the pictures. Say the sentences with a modifier (quite, very, really, incredibly).

+HಬVGULYLQJYHU\VORZ O\A English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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11В GRAMMAR verbs + to + infinitive Look at the pictures. Complete the sentences with to + a verb in the infinitive.

1 Steve wants to buy a new computer. 2 We need_______________ at the airport by 7.00 a.m.! 3 Would you like_______________ basketball on Saturday? 4 She’s learning_______________ 5 We’re planning. _to Mexico for our holiday next summer. 6 They decided_

Q

. for a swim.

7 I’m hoping____

_ a job in a London restaurant.

8 I promise_____

. my homework when the programme finishes.

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Test your memory. Cover the sentences in a. Look at the pictures and say the sentences.

English File 3rd edition Teacher's Book Elementary Photocopiable © Oxford University Press 2012

11С GRAMMAR articles: a, the, and no article (-) ф





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Cover the A R T I C L E S column. Practise the dialogues on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

12А GRAMMAR present perfect Q

Write sentences in the present perfect.

.you--------------- this film? (see)

3 It was a mistake. I

it. (not wear)

2 Oh no! I _________________ my glasses, (break)

4 They________________a new car. (buy)

5 Alex___________________ all over the world. (travel)

6 __________ you__________ Anna’s new boyfriend? (meet)

7 They__________________all the biscuits! (eat)

8 Don’t turn it off! The film (not finish)

9 __________ the boss__________ ? (arrive)

10 He_____________________ my bag! (take)

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Test your memory. Cover the sentences and look at the pictures. Remember the sentences.

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Practise the dialogues on this page with a partner.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

12С GRAMMAR revision: question formation ф

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Test your memory. Cover the questions and look at the answers. Remember the questions.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

I0E ,

iii.i Sts play Bingo! to practise nationalities and the names o f countries. Copy one worksheet and cut out one bingo card per game per student. Make a few copies of the nationalities list.

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• Explain that Sts are going to play a bingo game. Tell Sts that you will call out a nationality at random. If they have that country on their card, they should cross it out. The first student to cross out all the countries should shout Bingo!

• W ith some activities we have left space for you to add information to make them more relevant to your Sts.

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Ask the Sts to match the cards so that they make A and ̩dialogues, and then check answers.

Sts ask and answer questions to complete business cards with personal information about each other. Copy and cut up one worksheet per eight Sts.

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If necessary, revise the alphabet and numbers before you start. You could also drill the questions in the Language Box.

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Divide the class into groups o f eight (or fewer, e.g. if you have 20 Sts, have two groups o f eight and one o f four). Use one set of cards per group. Give each student one strip with a card and two blanks. Focus on the first card and tell them that they are that person. Check that they know how to say the @ sign (at) and the . (dot). Tell them not to worry if they can’t pronounce the names perfectly.

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Explain that Sts are going to play a memory game. Sts take turns to choose two o f the cards on the table and turn them face up. Their partner(s) should be able to see the cards so the cards should be left on the table in their original position for 1 5 -3 0 seconds. If the cards make a matching pair, the student says the two lines aloud and keeps tbe cards. They must have an A and a ̩card to have a match. If they are unsuccessful, they turn both cards face down and the next student has a go. Sts have to remember where the cards are. The winner is the student with the most pairs in the end.

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Now ask the Sts to shuffle the cards and lay them face down on the table in rows.

1C Personal information

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Divide the Sts into pairs or groups o f three and give each pair or group a set o f cards.

• Divide the Sts into groups of three or four to play a second game. Tell the groups to choose one person to be the caller. Give each caller the list o f nationalities and each student a new bingo card. Tell the callers to call out the nationalities from the list at random. Remind them to keep a note o f the nationalities as they say them.

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• When a student shouts Bingo! ask them to say the countries on their card. Check that they are the ones you have already ticked. If not, continue the game. The first student to cross off all the countries on their card is the winner.

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Sts play matching games to practise greeting phrases. Copy and cut up one set of cards per pair or group of three Sts.

• Call out the nationalities at random and tick them off as you go.

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1A The memory game

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• If some Sts finish early, they can swap roles and do the activity again, or you could get them to write some of the sentences from the activity.

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• Give each student a bingo card. With classes o f more than 12, you can give more than one student the same card or give one card per pair o f Sts.

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• If your class doesn’t divide into pairs or groups, take part yourself, get two Sts to share one role, or get one student to monitor, help, and correct.

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• When Sts are working in pairs, if possible get them to sit face-to-face. This will encourage them to really talk to each other and also means they can’t see each other’s worksheet.

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• We have suggested the ideal number o f copies for each activity. However, you can often manage with fewer, e.g. one worksheet per pair instead o f one per student.

I B Nationalities bingo

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• Now focus on the blank cards and elicit the questions they need to ask to get that information (see Language) Write the questions on the board. • Tell Sts they are at a conference. They must complete the blank business cards with information about two other people from their group. Demonstrate with one o f the Sts first. • Sts mingle and complete their forms.

2A Mystery objects $SDLUZRUNJXHVVLQJJDPH Sts talk about close-up photos o f everyday objects. Copy one worksheet per pair. / DQ JX DJ H :KDW VWKLV",WKLQNLWಬVDZDWFK  :KDWDUHWKHVH",WKLQNWKH\ಬUHVFLVVRUV  &RPPRQREMHFWV

Copy the phrases in Language onto the board. Model and drill pronunciation. In pairs Sts take turns to ask and answer questions pointing at the photos. I f a pair has answered all the questions they can, but still don’t know what some o f the objects are, they can ask other pairs o f Sts. At the end o f the activity, go through all the pictures and ask Sts what they are. 1 VFLVVRUV 2 DZDWFK

    

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2B Can you name...? 6WVILOOLQFROXPQVZ LWK YRFDEXODU\ Copy one worksheet per student. / DQ JX DJ H $GMHFWLYHVROG \RXQJULJKW ZURQJ

Give each student a worksheet and get them to fill in the M E column with names. You could start by eliciting expensive makes o f watches, e.g. Rolex, Cartier, etc. Put Sts in pairs A and B. Tell them to read an answer from the M E column and his /her partner answers with an adjective and noun from column 1, e.g.:

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2C Dominoes $JURXSGRPLQRJDPH Sts match different sentences. Copy and cut up one worksheet for every three or four Sts. / DQ JX DJ H ,PSHUDWLYHV    OH WಬV 6LWGRZQ'RQ WHDWRUGULQNLQKHUH/HWಬVJRIRUOXQFK

Explain to the Sts they are going to play dominoes. Check that everyone knows how to play. If necessary show a few examples on the board. Give one set o f cards to each group. Share out the cards. In groups of three, give eight cards to each student and put the others face down. In groups o f four, give seven cards each. Sts look at their cards. Clarify any vocabulary problems before they start. One student places a card on the table. The person on her I his left places the card which matches the sentence correctly at one end of this card. If he /she doesn’t have one he /she misses a turn and takes a card from the middle. This is a library.

This room is very hot.

Turn on the air conditioning.

I’m thirsty.

• The game continues until all the cards are on the table. The winner is the first to use all his /her cards. • Monitor that the game is being played correctly. The teacher has the final word if there is any disagreement!

ЗА True or not true? $SDLUZRUNWUX H  IDOVHD F WLY LW\ Sts make statements and their partners guess if they are true or false and give a reason. Copy one worksheet per student. / DQ JX DJ H 3UHVHQWVLPSOH \RX    ,OLYHLQWKHFLW\FHQWUH ,WKLQNL W ಬVWUXH
Pre-teach I think it’s true. / 1 don’t think it’s true and You’re right. /You’re wrong.. Give each student a copy o f the worksheet. Tell them to match the verbs with the nouns /noun phrases. Check answers. D E O O  ͘ G H I   J   K   L  M O  N   

Explain they are going to make positive or negative sentences about themselves using a verb and a noun / noun phrase. The sentences can be true or not true. You could give some examples and ask Sts if they think the sentence is true or not. Make sure Sts use the pretaught sentence structures.

If Student В has the correct answer, he /she writes Japanese in the M Y P A R T N E R column.

Give Sts time to write some sentences. Monitor and check the sentences are correct.

When the two columns are filled, Sts say or write sentences where they have different words to practise plurals. Japanese and Russian are difficult languages.

Put Sts in pairs or threes. Sts take turns to read a sentence and their partner decides if the sentence is true or not. If there is a group o f three, once the sentence is read, the other two can decide together what they think.

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If it’s possible, put Sts together who don’t know each other very well.

Extra challenge • Get Sts to make sentences orally, without writing them first.

3B Present simple questionnaire $SDLUZRUNTXHVWLRQQDLUH Sts make questions and note down their partners’ answers. Copy one worksheet per student.

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Pre-teach What about you? And you? Give some examples for Sts to practise. Give each student a worksheet. Check any vocabulary problems. Put Sts in pairs. Tell them to ask each other the questions and to mark a tick (/ ) or a cross (X) in the box in the first column, depending on whether their partner’s answers are positive or negative. Rather than repeating each question, Sts can ‘rebound’ the question using What about you? or And you? When they finish, Sts change partners. They tell their new partner the name o f the person they interviewed first. Sts write the name in the gap at the top o f the second column. Sts ask each other questions about their partner’s first partner. Sts put (/) or (X). Monitor the correct use o f Does in the questions and elicit that in 8 they will also have to change the second part o f the question to when he /she studies, and in 11 to change your to his /her.

Extra activity • When Sts have finished you could ask questions for Sts to answer, e.g Does Julia live near here? Whoever interviewed Julia would answer Yes, she does. /No, she doesn’t.

3C Famous people $QLQIRUP DWLRQJDSSDLUZRUND F WLY LW\ Sts ask questions to find information to complete sentences. Copy one worksheet per pair and cut into A and B.

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• Explain that Sts are going to ask some questions about famous people. Give examples using the format o f the activity and get Sts to make questions. • Put Sts into pairs A and ̩and give out the worksheets. • Focus on the instructions and give Sts time to write their questions. Monitor and help. • Tell Sts to ask and answer questions to complete the information on their copies. • Get Sts to compare their copies to check.

4A Everyday objects $KDSS\IDP LOLHVJDPH Sts practise everyday subjects and possessive s. Copy and cut up one set o f cards per group o f three or four Sts

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• Tell Sts they are going to play a game called Happy Families. Sts may have a similar game in their language you can refer to. • There are five sets of cards. Write the names o f the five people on the board and under each name, the four objects they possess. Point to an object word and ask W hat’s this? Elicit It’s Jam es’s diary. T hey’re R obin’s headphones. Check pronunciation. » Put Sts in groups of four and give each group a set of cards. One student shuffles and deals the cards face down so that each student has five cards. » Sts look at their cards. Point out the name at the top of each card and explain that the three small pictures at the bottom are the other objects they need to collect for that person. » Sts collect a set o f cards by asking the other Sts in the group. They can ask anyone, but must address one person when asking the question. • Now drill the questions and answers in the Language Box. • When a student is given the card he/she wants, he/she must give one of his/her cards to the other student. Sts always have only five cards in their hands. • Demonstrate with one group first. • Sts play the game. One student starts and then it’s the turn o f the student on his /her left. The game finishes when a student has collected a complete set o f four cards for one o f the people. The cards are redealt and the game starts again. • Monitor to make sure Sts are playing correctly. • The game could be played in groups o f five. In this case each student has four cards each.

4B Prepositions questionnaire $SDLUZRUNTXHVWLRQDQGDQVZHUD F WLY LW\ Sts complete the questions and then ask a partner. Copy one worksheet per pair and cut into A and %

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• I f necessary quickly revise prepositions. • Put Sts into pairs A and В and give out the worksheets. • Give them time to complete their questions with a preposition. Then check answers. $ DW DW LQ RQ DW DW LQ LQ RQ LQ DW ̩ RQ LQ RQ DW RQ DW DW LQ LQ LQ RQ

• Now tell them to ask each other their questions. Tell Sts that the questions are different on cards A and B . Remind Sts to ‘rebound’ the questions with: What about you? And you?

4 C Adverbs board game $JURXSERDUGJDPHDFWLYLW\ Sts throw a dice, land on a square, and make a sentence about the topic in the square using an adverb. Copy one worksheet per group o f three or four Sts. Give each group a dice and coloured counters or coins.

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• Quickly revise the adverbs and the expressions and their position in sentences. • Write on the board get up before 7.30 and have tea fo r breakfast. Ask Sts to make a sentence with the phrase and include an adverb or expression o f frequency, e.g. every day. • Put Sts in small groups o f three or four. Give each group a worksheet o f the board and a dice and a counter for each student. Coins will do if there are no counters. • Sts throw a dice and move to the corresponding square. They make a true sentence using the phrase and one of the adverbs. • Set a time limit. Sts continue the game until time is up. _ Monitor and help.

5A What can you do? $JURXSFDUGJDPH Sts turn over cards and try to do the tasks or answer the questions. Copy and cut up one worksheet per group of Sts.

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• Remind Sts o f the different meanings o f can. • Put Sts in small groups o f three or four. Give each group a set o f cut-up cards. • Tell Sts to put the cards face down on the table. Demonstrate the activity by asking a student to turn over a card and read the question. You then do the task or answer the question. • Tell Sts to carry on playing the game. One student turns over a card and asks someone in the group to do the task or answer the question. The others in the group decide if it has been done correctly. • Once a card has been correctly used it is put aside. If not, it is laid face down again.

• The game is over when all the cards have been used or time is up.

Non-cut alternative • Cut the cards into four strips and give each student in the group a strip of five cards.

5B Guess what I’m doing! $PLPLQJD F WLY LW\ Sts take a card, mime and the others guess what he /she is doing. Copy and cut up one worksheet per group of Sts.

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• Demonstrate the activity. Write on the board You are ... Tell Sts you have a sentence which you are going to mime and they must guess exactly what is on the card. Your sentence is You are reading a newspaper. Using mime, make sure the Sts say exactly what is on the card. • Put Sts in groups o f three or four and give each group a set of cards. Make sure they are placed face down so nobody sees what is written on them. • One student takes a card and mimes the action. Insist that the mimers say nothing and the others must say exactly what is on the card. • Set a time limit. Sts continue the activity until you say stop.

Non-cut alternative • You have a set and give one student in each group a card to mime. When a group has guessed the sentence, they ask you for another card.

5C It’s Friday evening $SDLUZRUND F WLY LW\ Sts ask questions to find out what people are doing, or usually do. Copy one worksheet per pair and cut into A and B.

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• Write on the board: Jam es usually___________________ on Friday evenings. Jam es___________________ this evening. • Elicit the questions to complete the missing information (What does Jam es usually do on Friday evening? W hat is James doing this evening?). Then rub out James and replace with Sarah and Sam. Elicit that the questions are What do Sarah and S am .. .What are Sarah and S am ... ? • Put Sts into pairs A and В and focus on the instructions and examples. Give them a few minutes to think what questions they have to ask. • Sts ask and answer questions to complete their charts. Monitor to make sure they are asking their questions correctly. • When they have finished Sts can compare their two sheets. 201

6А Pelmanism * . ..

Set a time limit for Sts to carry out the activity. It’s a . good idea to get Sts to start at a different number rather

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Sts match nouns and pronouns in a game o f then he /she continues 5, 6, 7, etc. pelmanism. Copy and cut up one worksheet for every• When the time is up, get feedback by asking questions, three or four Sts. Divide the cards into sentences and e.g W ho doesn’t mind getting up early? W ho hates going pronouns. to the gym? Sts say the names they have on their sheet.

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• Explain to students they are going to play a game where they match the pronouns to the nouns in sentences. • Put Sts into groups and give each group a set o f the shuffled sentence cards and a set o f the shuffled pronouns cards. Without looking at the cards, they should lay each set out separately face down on the desk. • Sts take it in turns to turn over one sentence card and one pronoun card. If the cards match, the student should say the sentences aloud, replacing the noun or nouns with the pronoun. If the sentence is correct, the student keeps the cards and has another turn. If the cards don’t match, the student turns the cards over again so they are facing down. • If the cards don’t match, they should be turned over again so they are face down. • Sts play till there are no more cards. The student with the most pairs o f cards is the winner. N on -cu t altern ativ e • Copy one worksheet per pair. Get Sts to decide which pronoun they should use to replace the underlined words. Check answers.

6B Find someone who... $FODVVPLQJOH This is an information gap mingle activity. Sts ask questions to find out who does these things. Copy one worksheet per student.

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• Practise the questions Sts are going to ask. Write on the board_________ like reading in bed?_________ hate getting up early?_________ mind doing housework? _________ love doing puzzles? Tell Sts to ask you the questions. Then ask two or three Sts the questions. Point out the answer for the question with mind (see Language Box. • Give each student a copy of the worksheet and tell them to look at the F IN D S O M E O N E W H O ... column and check any vocabulary problems.

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6C Questions and answers $SDLUZRUNUHYLVLRQD F WLY LW\ Sts complete the questions and then ask a partner. Copy one worksheet per pair and cut into A and %

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• Write up a few examples on the board to elicit the type o f questions in the activityand ask Sts to tell you what is needed to complete each question: How often _ _______ you watch TV? W here_________ you have lunch on Mondays? • Put Sts into pairs A and ̩and give out the worksheets. • Give them a few minutes to complete their questions. Check answers. $ LV  GR  LV 'R $UH GR LV 'R DUH GR  GR GR LV LV $UH ̩ $UH GR GR  LV GR LV GR LV LV 'R GR 'R LV GR $UH

• Now tell them to ask each other their questions. Point out that the questions are different on the two cards. Sts write down their partner’s answers.

7A History quiz $SDLUZRUNLQIRUP DWLRQJDSD F WLY LW\ Sts complete the questions and then ask a partner. Copy one worksheet per pair and cut into A and %

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• Write on the board: W here_________ the Aztecs from ? Ask Sts to tell you what’s missing from the question (were). Now give them three possible answers: a Mexico b Peru с Brazil Elicit that the answer is M exico. • Tell them to complete their questions with was /were. Check answers. $ ZDV ZHUH ZHUH ZDV ZDV ZHUH  ZDV ZDV ZHUH ZDV ̩ ZHUH ZHUH ZDV ZDV ZDV ZHUH ZHUH ZDV ZDV ZDV

• Tell them to quickly complete their questions with was / were. Check they are correctly filled in.

• Ask a student the first question. If the answer is Yes, write his /her name on your worksheet. If the answer is N o say thank you and continue until you get a Yes answer. Do the same with number 2 so Sts see that the No answer is what you want now.

• Put Sts in pairs A /В and tell them to ask each other their questions. They tell each other the three options. The correct answers are in bold.

• Tell Sts the idea is to write a name for each question and if possible a variety of names.

• When Sts finish they tell each other how many they got right and correct the wrong answers.

• Sts mark their partners’ answers, but don’t say if they are right or wrong until they finish.

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7B Where’s the match? $SDLUZRUND F WLY LW\ Sts put together a jumbled story, then retell the story. Copy and cut up one worksheet for every pair o f Sts.

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$SDLUZRUND F WLY LW\ Sts complete the questions and then ask a partner. Copy one worksheet per pair and cut into A and %

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Write on the board The Champions League. Ask Sts which football team was the winner last year. Tell them that they are going to read a true story about some fans who wanted to see their team play in a Champions League match. Pre-teach/an.

Tell Sts the objective o f the activity is to practise simple past positive and negative statements to guess what their partner did.

Write the first sentence o f the story on the board: A few years ago Manchester United played the Spanish team Deportivo de L a Coruna in the Champions League.

Demonstrate the activity by writing on the board: I th in ky ou ____________________f o r lunch yesterday. have (food) Choose a student and guess what he /she had for lunch. Elicit Yes, I did, or No, I didn’t. I had

Sts work in pairs. Give each pair a set o f cards. Tell them to find the first sentence and then try to put the rest o f the story in order.

Repeat the example with another student or get Sts to guess what you had.

Check answers. Get Sts to underline the regular verbs and drill the pronunciation o f the past tense verbs.

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7С What did you do?

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Sts work in pairs again. One student holds the cards so that the other can’t see them. The other student tries to remember the story line by line. The first student helps and corrects pronunciation, and puts down each card when his /her partner has remembered it correctly. When the first student has finished, change roles. Feedback and see if any pairs can tell the whole story from memory. E x tr a idea • For extra suspense you could keep back the last sentence and give Sts only eight cards. When they’ve got the story in order then get Sts to guess what the last sentence is. Elicit any ideas and then give out the last card. E x tr a challenge • With a strong class, divide them into groups o f three and give them three cards each. They mustn’t show their cards to the other Sts. Sts read their sentences out loud, and the group try to decide which one is the first sentence. They then decide on the second, etc. Each time they tell the story from the beginning before deciding on the next sentence. When they think they’ve got the story in the right order, they lay the cards down and read it to check.

• Put the Sts in pairs A and ̩and give out the worksheets. • Give Sts time to complete their statements. Monitor Sts as they do this, checking correct past forms. • Point out Sts have examples at the top o f their worksheet. Try to pair Sts who don’t know each other too well to ensure that some guesses may be wrong. E x tr a activ ity •Sts could do the activity with the teacher.

8A Past simple question time $SDLUZRUND F WLY LW\ Sts practise with question prompts. Copy and cut up one worksheet per pair or if you are short o f time copy one sheet per student.

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Tell the Sts the object o f the activity is to revise the past simple by asking and answering as many questions as they can. Demonstrate the activity. Take a card and ask different Sts the questions. Then copy a couple o f question prompts from your card onto the board and elicit the questions. Elicit and drill the rhythm o f the two question forms. Sts work in pairs. Give each pair a set o f cards. Set a time limit, e.g. ten minutes. Sts take turns to take a card and ask their partner questions. Monitor, help, and correct. N on -cu t altern ativ e • Cut worksheet in half vertically. • Put Sts in pairs A and В and give each student half the questions.

Extra challenge

E x tra idea

• Encourage the student who is answering the questions to give more information where possible, and the student who is asking to try to ask extra questions where appropriate.

• Fast finishers can start writing sentences to describe the differences. There are at least 11 differences.

8B Flat to rent $SDLUZRUNLQIRUP DWLRQJDSD F WLY LW\ Sts roleplay a phone call for information about a flat to rent. Copy one worksheet per pair. Cut into A and B.

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• Put Sts in pairs A and B , and give out the worksheet. Explain that they are going to roleplay a phone conversation to rent a flat. • Tell the Sts who have worksheet A that they have a flat that they want to rent out. They must read the instructions and information about the flat. • Tell the Sts who have worksheet В that they are looking for a flat to rent. They have a list of questions that they want to ask. They must read the instructions and prepare their questions. Highlight that all the questions are with there is /are except the last two. Encourage the B s not to write the missing words but to remember them. • Monitor, making sure the As understand all their information and the Bs are clear what questions they have to ask. Drill the questions if necessary. • After a few minutes tell Sts to start the conversation. Remind Sts that the conversation is on the phone. Tell Sts to start the conversation with Hello? • At the end o f the conversation get feedback to see which B s decided to rent the flat.

8C What is different? $VSRWWK H GLIIHUHQFHSDLUZRUND F WLY LW\ Sts revise furniture vocabulary + there is /there are and there was /there were. Copy one worksheet per pair and cut into R o o m 1 and R o o m 2.

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• Revise the furniture for the activity. • Pair Sts and place R o o m 1 face down on their table. Tell Sts to turn the picture over. They look at it for one minute and try to remember what’s in it and where things are. • Collect R o o m 1 from everyone. Hand out R o o m 2 and tell Sts it’s the same room today. In pairs they find the differences using there is /isn’t /are /aren’t when referring to R o o m 2 and there was /wasn’t /were / weren’t when referring to R o o m 1. Ask Sts to give a couple o f examples.

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9A Food families $KDSS\IDP LOLHVJDPH Sts practise countable and uncountable food words and a I an I any. Copy and cut up one set o f cards per group o f three or four Sts.

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Tell Sts they are going to play a game called Happy Families. Sts may have a similar game in their language you can refer to. There are five sets of cards. Point to a food or drink word and ask W hat’s this? Elicit It’s an apple. It’s some sugar. Check pronunciation. Put Sts in groups of four and give each group a set of cards. One student shuffles and deals the cards face down so that each student has five cards. Sts look at their cards. Point out the name at the top of each card and explain that the three small pictures at the bottom are the other objects they need to collect for that person. Sts collect a set of cards by asking the other Sts in the group. They can ask anyone, but must address one person when asking the question: Now drill the questions and answers in the Language Box. W hen a student is given the card he/she wants, he/she must give one o f his/her cards to the other student. Sts always have only five cards in their hands. Demonstrate with one group first. Sts play the game. One student starts and then it’s the turn of the student on his /her left. The game finishes when a student has collected a complete set of four cards for one o f the people. The cards are redealt and the game starts again. Monitor to make sure Sts are playing correctly. The game could be played in groups o f five. In this case each student has four cards each.

9В How much / many?

• Now A reads his/her completed sentence 2. Sts continue until they have said all the sentences.

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E x tr a idea

Sts practise How тн с/i /How many questions and personal information vocabulary. Copy one worksheet per pair and cut into A and B.

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10A What do you know about the UK?

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Put students into pairs A and ̩and give out worksheets. Tell them first to complete the gaps with much or many. Give them a few minutes to complete their questions. Check answers. They mustn’t answer the questions at this point. $  PXFK PXFK ̩  PXFK PDQ\

• Get Sts to put their copies face down and see how many o f the 12 sentences they can remember.

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• Sts now ask and answer the questions. ̩puts his /her paper face down. A interviews ̩and notes the answers on the worksheet. Then they change roles. Tell Sts to ask the questions in random order so their partners really have to listen. Encourage Sts to try and say a bit more than just the answer to the question where possible. • When they finish, Sts can compare their information. Get some feedback. E x tr a idea • Get Sts to turn over the questionnaire and interview you. They ask you all the questions they can remember.

9C Guess the comparative

$TXL]DERXW%ULWDLQ Sts revise superlatives. Copy one worksheet per student or pair /group.

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• If necessary quickly revise the formation of superlatives with examples on the board, e.g.: The (tall) person in the class is... The (popular) sport in the country is... • Sts work in pairs /groups o f three or four. Give out copies. First get Sts to complete the questions with superlative adjectives. Check answers. EXVLHVW PRVWSRSXODU ELJJHVW ORQJHVW ವ  VXQQLHVW PRVWFRPPRQ ODUJHVW PRVWSRSXODU ROGHVW PRVWFRPPRQ KLJKHVW ELJJHVW

• Now set a time limit for Sts to choose the correct answer. Monitor and help. • Check answers. O D   F   E   E  D   E   E   D   D  с D  с

• In the same pairs /groups Sts write five questions about their country or countries. Monitor and help. Sts then ask another pair /group their questions.

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Sts read sentences and guess what the missing comparative adjective is. Copy one worksheet for each pair, and cut into A and B.

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Demonstrate the activity. Write on a piece o f paper Scotland is colder than England. Then write on the board Scotland is_________ than England. Elicit possible comparative adjectives from Sts, getting them to say the whole sentence. If what they say is N OT what you have on the piece o f paper e.g. Scotland is smaller than England, Scotland is m ore beautiful than England etc. say Try again, until someone comes up with the sentence you have. Point out that their sentences are also correct, but that the objective is for them to guess the comparative that you had.

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Put Sts into pairs, A and ̩and give out the copies. Tell Sts to work individually at first and complete the gaps. Remind them that the missing words are all comparative adjectives. Monitor to make sure Sts are writing correct and logical adjectives. Now get Sts to sit face to face if possible. ̩reads out his I her sentence 1 to A. If it’s the same as what A has, he I she says T hat’s right. If not A says Try again, and he I she carries on guessing comparatives until he /she gets it right.

10B Future plans $SDLUZRUND F WLY LW\ Sts ask each other about their future plans. Copy one worksheet per pair and cut into A and B.

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Write on the board: Are you going to ... ? watch TV tomorrow morning send any emails this evening go camping next summer Ask Sts questions using Are you going to ... ? Ask them follow-up questions. Tell Sts they are going to ask their partner questions. Remind them to ask follow-up questions and ‘rebound’ the questions. Put Sts in pairs. Give each student a worksheet A or ̩ and tell them to ask each other their questions. Check any vocabulary problems before they start. E x tra idea • Sts could ask you the questions.

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IO C Predictions $SDLUZRUNUROHSOD\ One student is a fortune-teller and the other the client. Copy and cut up one worksheet per pair o f students.

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• Copy one sheet per pair and cut it in half vertically. Put Sts into pairs A and В and give each student half of the worksheet. A begins by miming his /her first phrase to B , who must try to say it. В then mimes his I her first phrase to A. They carry on until they have both mimed all their phrases.

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• These are the same cards that are used in the Student’s Book. Take a card, show it to the class and ask What does this card mean? Elicit It means y o u ’re going to... • Tell Sts they are going to roleplay a fortune-teller and client activity. Give out the cards and tell Sts to lay them on the desk. • Put the Sts into pairs. Student A is the fortune teller and Student В is the client. Student В chooses five cards. • Student A tells Student B ’s future using the cards. Student В asks for more information.

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11A Mime the adverbs $QDFWLQJJDPH Sts practise adverbs by miming actions in different manners. Copy and cut up one set o f cards for every five I six Sts in the class.

11B Hopes and plans $SDLUZRUND F WLY LW\ Sts practise going to by making and answering questions. Copy and cut up one worksheet for each pair o f Sts.

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• Put Sts into pairs A and В and give out worksheets. Tell them to follow the instructions at the top o f their worksheet but not to write full answers, e.g. in A’s circle he /she should write on the beach not I would like to be on the beach. • Give Sts five to ten minutes to write their answers. Sts then fold over the instructions. • Now get them to swap papers. Make sure Sts can’t see the instructions. • Demonstrate the activity by taking a worksheet from one student and asking Why didyou w rite__________ in the triangle? elicit Because they are the things I need to do this week. Ask follow-up questions if possible. • Sts do the activity in pairs. They can ask the questions in any order. Monitor as they do the activity to make sure they practise the verbs. • If time allows, Sts can be put in new pairs and repeat the activity. E x tra idea • Sts ask you the questions.

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• I f necessary revise adverb formation by writing the following adjectives on the board and asking Sts to change them to adverbs: careful, bad, fast, quiet, polite, good. • Sts work in groups of five /six. Give each group a set of cards and put them face down on the table. Explain the game. Demonstrate by taking a card and miming the action for the class. Emphasize that Sts only have to say the verb and the adverb, e.g. swim well. • Student 1 takes a card and mimes the action. The others in the group try to guess exactly what is on the card. If the other Sts can guess the phrase on the card then Studentl keeps the card. If the other Sts can’t guess the phrase then Student 1 puts it back in the envelope. •

Sts take turns acting actions until all the cards are used. The winner is the person with the most cards at the end.

11C Speak 30 seconds $ERDUGJDPH Sts practise speaking on a range o f topics for one minute. Copy one worksheet o f the board game for each three or four students. Sts need a dice and counters.

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• Put Sts in small groups o f three or four and give each group a worksheet o f the board game and a die and coloured counters. • Explain the rules o f the game. Sts throw a dice and move round the board. Everyone starts on the S T A R T square. When a student lands on a square he /she must talk for a minute about the topic. Then each of the other students in the group must ask him /her a question about the topic. • Tell Sts they can have time to think about what they are going to say. Someone in the group times the minute.

• The game finishes when someone reaches the F IN IS H square. • If Sts throw high numbers they sometimes move too quickly round the board. To land on F IN IS H he /she must throw the exact number, e.g. if a student is on the neighbours square he /she must throw a two to win. If he I she throws a five, he /she moves forward two and back three and lands on the good places in my cou n try for tou rists square.

12C Revision questions 3URPSWVWR UHYLVHVSHDNLQJ TXHVWLRQ IRUP DWLRQ Sts practise key structures from Files 1-12. This could be used as a final ‘pre-test’ revision, e.g. before Sts’ oral exam. Copy and cut up one set o f cards per pair.

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12A Have you done it? $SDLUZRUNLQIRUP DWLRQJDSD F WLY LW\ Sts practise asking and answering present perfect questions. Copy one worksheet for each student.

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• Give each student a worksheet and ask them to complete the sentences using the verbs in brackets. H alf o f the sentences should be true and half o f them not true.

• Tell Sts the object of the activity is to ask and answer as many questions as they can to revise the English they know. Demonstrate by taking a card and asking one student the questions. Then take another card and quickly copy it onto the board. Get Sts to use the prompts to ask you complete questions. Remind Sts that the symbol /= a missing word or words. • Sts work in pairs. Give each pair a set o f cards. Set a time limit, e.g. ten minutes. Sts take turns to take a card and ask their partner the questions. Encourage Sts to follow up their partner’s answers with further questions. Monitor, help, and correct.

• Explain to the students that they are going to find out which statements are true and which are not true. • Demonstrate the activity. Write two sentences on the board for yourself, one true, one false, e.g. I ’ve read all the Harry Potter books. Students have to find out which is true and which is false, e.g., I think that’s true because y ou love the films. • Sts work in pairs and find out which o f their partner’s sentences are true and which are false. • Get feedback. Ask a few pairs if they discovered anything surprising about their partner.

12B Have you ever...? $FODVVPLQJOHVSHDNLQJD F WLY LW\ Sts practise the present perfect and past simple with question prompts. Copy and cut up one worksheet for the class /per group.

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• Give every student in the class a question. Tell them not to show their question to anybody. I f you have a class o f more than 14 Sts, divide the class into two or more groups. • Explain to Sts that they’re going to do a survey. Sts must move around asking the question on their card to all the other Sts in their class or group. If somebody answers Yes, I have, then they ask the other questions. • Remind Sts that they must put the verb into the past participle form. • Get feedback when Sts have finished. Find out how many people have done different things.

20

1А COMMUNICATIVE The memory game A

Hello, I’m Charlie. What’s your name?

В

It’s 7894 132 456.

A

Nice to meet you.

В

Fine, thanks.

A

What’s your phone number?

В

Freddie.

A

See you on Saturday. Bye.

В

Bye.

A

Hello, George.

В

Hello, Sarah.

A

How are you?

В

Yes, see you on Saturday. Goodbye.

A

What day is it today?

В

Sorry.

A

Bye.

В

It’s Monday.

A

Hi, Fran. This is Sophie.

В

Nice to meet you too.

A

My name’s Marc, not Matt.

В

Nice to meet you.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

1C COMMUNICATIVE Personal information

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

2A COMMUNICATIVE Mystery objects

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

̩ &20081,&$7,9( &DQ\RXQDPH" ф

Write your answers in the first column.

ME

MY PARTNER

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Q

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2С COMMUNICATIVE Dominoes 4

This is a library.

This room is very hot.

........................

s

Turn on the air conditioning. __________________________ 1 ................................. 1 ........... .................................... ------ ------------------------------------------------------------------------------------------------------

I’m thirsty.

Let’s have a drink.

I’m tired.

...

N

------------------------------------------------------------------------------------------------------------

Sit down.

I’m hungry.

V

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Have a sandwich.

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It’s cold.

V.........

....

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Close the window.

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N

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I’m worried.

Let’s go for lunch. ................

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Don’t go in there!

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That room is private.

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It’s 3 o’clock in the morning!

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Cheer up!

Л

Turn left. A

Where? At the hotel?

Don’t eat or drink in here.

V

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗА COMMUNICATIVE True or not true? ф

Match the verbs with the verbs 1-12 with the nouns or noun phrases.

ф

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NOUNS AND NOUN PHRASES a in an office / for Microsoft / at the weekend b English books / celebrity magazines / a newspaper every day с housework in the morning / my English homework at night I yoga

□

d coffee / tea / Diet Coke e two children / a big family / a cat / a dog

Q

f Italian I Spanish / German g football I basketball / the piano / the guitar

Q

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗВ COMMUNICATIVE Present simple questionnaire Q

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗС COMMUNICATIVE Famous people Student A Ask your partner questions to complete the information. Answer their questions. 1 &ROLQ)LUWKOLYHVLQ BBBBBBBBBBB DQGBBBBBBBBBB

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

4А COMMUNICATIVE Everyday objects 5RELQ

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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4В COMMUNICATIVE Prepositions questionnaire Student A ф

Complete the sentences with the correct preposition at, in, or on. KRPHGXULQJWKHZHHN"

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Student В Q

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

4С COMMUNICATIVE Adverbs board game

have eggs for breakfast

get takeaway pizza

get up early on Sundays

buy clothes

walk to work / class

be in a hurry

never hardly ever

watch TV in the morning

usually

sleep for ten hours

often always

feel sleepy in the morning

sometimes once a week

speak English in class

two or three times a week

be positive

every day / week be stressed

cook dinner

have breakfast in bed

do housework

eat fish

eat fruit and vegetables

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5А COMMUNICATIVE What can you do?

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5В COMMUNICATIVE Guess what I’m doing!















English Fite 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5С COMMUNICATIVE It’s Friday evening Student A It’s Friday evening. Complete the table by asking В questions about the people in the present simple and present continuous. Then answer B’s questions. :KDWLV0DUNGRLQJWKLVHYHQLQJ" 

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6А COMMUNICATIVE PeLmanism

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6В COMMUNICATIVE Find someone who..

1

likes shopping doesn’t mind going to the dentist loves shopping for clothes

4

doesn’t like wearing jeans

5

hates being late

6

likes doing exercise loves travelling

8 doesn’t mind getting up early hates watching football

10

likes walking in the rain

11

doesn’t mind waiting for friends

12

doesn’t like going to museums

13

hates going to the gym

14

loves meeting new people

15

doesn’t like doing housework English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6С COMMUNICATIVE Questions and answers Student A Complete the questions with is / are or do. Then ask your partner. 

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

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7A COMMUNICATIVE History quiz Student A 0

Complete the questions with was / were.

!

Ask В your questions.



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Student В 0

Complete the questions with was / were.

Q

Answer A’s questions.

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Q

Ask A your questions. English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

7В COMMUNICATIVE Where’s the match? La CormoL

A few years ago, Manchester United played the Spanish team Deportivo de La Coruna in the Champions League.

Two Manchester United fans wanted to travel to Spain to see the match.

It wasn’t possible to fly to La Coruna direct, so they needed to fly to Santiago de Compostela, and then get a taxi.

Iin c in - IN

They booked the tickets to Santiago on the internet.

They checked in at Heathrow Airport at 9.00 p.m. because their flight was at 11.00 at night.

When the plane landed, they were very surprised! It was morning!

They walked out of the airport and stopped a taxi.

They asked the taxi driver, ‘Where’s the match?’ The taxi driver answered, ‘What match?’

They weren’t in Spain. They were in Santiago, the capital of Chile!

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

227

7С COMMUNICATIVE What did you do? Student A Guess what your partner did. Complete the sentences with the past simple forms and then check to see if your guess was correct. ,WKLQN\RXZDWFKHGಫ;)DFWRUಬRQ79ODVWQ LJ K WA


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Student В Guess what your partner did. Complete the sentences with the past simple forms and then check to see if your guess was correct. ,WKLQN\RXKDGOXQFKZLWK\RXUVLVWHU\HVWHUGD\A


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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8А COMMUNICATIVE Past simple question time

7KLVPRUQLQJ


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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8В COMMUNICATIVE Flat to rent Student A You are an estate agent. This is the advert you have put on your website. В phones to ask for information. Answer his / her questions.

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8C COMMUNICATIVE What is different? Room 1 Look at this room for one minute. It is 1900. Try to remember what is in it, and where things are.

Room 2 Work with a partner. Look at this picture. It is the same room today. Take turns to say what is different. There are at least 10 differences. ,QWKHUHZDVDELJPLUURURQ ,QWKHUHZHUHWKUHHDUPFKDLUV WKHZDWW1RZWKHUHಬVDS L F W X U H  A 1 R Z WKHUHಬVDVRIDDQGRQO\RQHFKDLU

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

9А COMMUNICATIVE Food families

IL

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

9В COMMUNICATIVE How much / many? Student A Q

Complete the questions with m uch or many.

Q

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Answer B ’s questions with a lot / quite a lot, not much / many, a little / afew or none. Give more information. Then ask W hat about y o u ?

Student В Q

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

233

9С COMMUNICATIVE Guess the comparative Student A 1 5XVVLDLV colder WKDQ6SDLQ 2 The Americans are ________ than the British. 3 6ZLPPLQJLV better H[HUFLVHWKDQZDONLQJ 4 Oranges are____ _ _ than lemons. 5 $5ROOV5R\FHLV more expensive WKDQ̸͇͙͕͖͐ͧ 6 Driving is ________ than flying. 7 &KLQHVHLV more difficult WROHDUQWKDQ(QJOLVK 8 Basketball players are________ than footballers. 9 'DUNFKRFRODWHLV healthier WKDQZKLWHFKRFRODWH 10 Canada is _______ than Brazil. 11 7KHZHDWKHULQ %ULWDLQLV worse WKDQWKHZHDWKHULQ6SDLQ 12 Tom Cruise is ________ than George Clooney.

Student В 1 Russia is ___ __________ than Spain. 2 7KH$PHULFDQVDUHfriendlier WKDQWKH%ULWLVK 3 Swimming i s ________ exercise than walking. 4 2UDQJHVDUHsweeter WKDQOHPRQV 5 A Rolls Royce is ________ than a Citrodn. 6 'ULYLQJLV more dangerous WKDQIO\LQJ 7 Chinese is ________to learn than English. 8 %DVNHWEDOOSOD\HUVDUHtaller WKDQIRRWEDOOHUV 9 Dark chocolate is ________ than white chocolate. 10 &DQDGDLV bigger WKDQ%UD]LO 11 The weather in Britain is ________ than the weather in Spain. 12 7RP&UXLVHLV shorter WKDQ*HRUJH&ORRQH\

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

:э

Ю А COMMUNICATIVE What do you know about the UK? ƞ

Write the superlative form of the adjective.

“3

=3 =3

1

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9

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10

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11

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12

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Q

Work with a partner. Answer the questions.

Q

With your partner, write five questions about your country or countries,

ф

Find another pair and ask them your questions.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

10В COMMUNICATIVE Future plans Student A ф Ask ̩  these questions about his /her plans Try toask another question if possible. $UH\RXJRLQJWRJR DEURDGQH[WVXPPHU"A :KHUHDUH\RX JRLQJWR

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Student В ф Answer A’s questions. Q Ask A these questions about his /her plans.

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Answer B ’s questions.

Q

DP

/

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iJ / go abroad next summer?

j\................................................. / go to the hairdresser’s next week? / buy anything tomorrow? ^ ........ .......— - -- ----------------/ go to bed before midnight tonight?

/ make dinner tonight? M

/ come to the next class? r1

....................

 

W L ಧ

 

 ಧ 

watch a film on DVD this evening?

W@

  

watch a TV series tonight?  

get up before 8 o’clock tomorrow?

-   

go out next Friday night? ಧ

study English at the weekend?

M

 

M

L 

go shopping tomorrow?

To!   



Skype anybody this evening?

 

Q   

/do any sport or exercise tomorrow?

A 

watch TV after lunch tomorrow?

A 

/ eat out tonight?

 

do your homework this evening?

  

^

do anything special next weekend?

read in bed tonight? /go for a walk at the weekend?

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

IOC COMMUNICATIVE Predictions

B

B

1

11А COMMUNICATIVE Mime the adverbs drink

say ‘go away’

noisily

angrily

sing

say the days o f the week

badly

quickly

walk

play the piano

slowly

well

get up

dance

slowly

beautifully

walk to the door

talk

nervously

loudly

ask for a pen

dance

politely

badly

drive

say ‘goodbye’

dangerously

sadly

get dressed

tell som eone a secret

quickly

quietly

sit down

close the door

carefully

quietly

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

̩ &20081,&$7,9( +RSHVDQGSODQV Student A In the circle write a place where you would like to be at this moment. In the rectangle write something that you hope to do before the end of the year. In the oval write who you are planning to go on holiday with. In the triangle write three things you need to do this week. In the square write what you wanted to be when you were little.

FOLD

Student В In the circle write the name of a place where you are planning to go next weekend. In the rectangle write the name of a famous person you would like to meet. In the oval write something you hope to do in the future. In the triangle write something you want to start doing in the near future. In the square write three things you need to buy next week.

FOLD

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

239

l i e COMMUNICATIVE Speak for 30 seconds IDVWIRRG UHVWDXUDQWV

XVLQJ DVDWQDY

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

12А COMMUNICATIVE Have you done it? Q

Complete the sentences in the present perfect, 0 or 0 . Make half of them true and half of them not true for you.

Have you done it? 1

I _________________________ the Harry Potter books, (read)

2

I ________________________ to a spa. (be)

3

I ________________________ in a fast food restaurant, (work)

4

I ________________________ in a karaoke bar. (sing)

5

I ________________________a friend recently. (Skype)

e

i -------------------------_______ a game online, (play)

Щ Ш I ________________________in a five-star hotel.(stay) 8

I _________________________on TV. (be)

9

I _________________________to London, (be)

10

I _________________________asleep in class, (fall)

11

I _______________ _________ caviar, (eat)

12

I ___________________________ a famous sportsman, (meet)

13

I ------------------------- ________ to a vegetarian restaurant, (be)

14 I _______________ _________ in an exam, (cheat)

Q

Now read your sentences to your partner. Can you work out which are true about your partner? , YHUHDGRQH+DUU\3RWWHUERRN̪ 

,WKLQNWKDW VWUXHEHFDXVH,GRQಬW WKLQN\RXOLNHUHDGLQJORQJERRNV

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

12В COMMUNICATIVE Have you ever...? H 71VP you evpr in a caravan? (sleep) ವ :KHUHZDVLW" ವ :KHQZDVLW" ವ :KRZHUH\RXZLWK"

:KDW NH\VZHUHWKH\" :KHUHGLG\RX ORVHWKHP" :KDWGLG\RX GR" 'LG\RXILQGWKHP" :KHUHZHUHWKH\"

Havp you pvpr a love letter? (write) ವ ವ ವ ವ

:KHQZDVLW" +RZROGZHUH\RX" :KRZDVWKH OHWWHUWR" 'LG\RX JHWD UHSO\"

Havp you pvpr a computer virus? (have) ವ :KDWNLQGRIYLUXVZDVLW" ವ :KDWGLG\RX GR" ವ 'LG\RX ORVHDQ\WKLQJ LPSRUWDQW"

Have you ever to a theme park? (be) ವ ವ ವ ವ

:KHUHZDVLW" :KHQ GLG\RX JR" :KRGLG\RX JRZLWK" 'LG\RX KDYHDJRRGWLPH"

Have you ever a bad experience on a plane? (have) ವ :KHQZDV LW" ವ :KDWZDVWKH SUREOHP" ವ +RZGLG\RXIHHO"

Have you ever English on the phone? (speak) ವ :KRGLG\RX VSHDNWR" ವ :KDWZDVLWDERXW" ವ 'LG\RX XQGHUVWDQGZKDWWKH RWKHU SHUVRQ VDLG"



ವ :KHUHZDVLW" ವ 'LG\RXILQG LWGLIILFXOW" ವ 'LGWKHRWKHUSHRSOH\RXZHUHZLWK XVH WKHP"

Have you ever a medal or trophy? (win)

Havp you pvpr your keys? (lose) ವ ವ ವ ವ ವ

HaY S  you pvpr with chopsticks? (eat)

ವ :KHQGLG\RXZLQ LW" ವ :KDWZDVLWIRU" ವ :KDWGLG\RX GRZLWK LW"

Have you ever to a celebrity? (speak) ವ ವ ವ ವ

:KRZDVLW" :KHQZDVLW" :KDWGLG\RX VD\" +RZGLG\RXIHHO"

Have you ever late for an important event? (arrive) ವ :K\ZHUH\RX ODWH" ವ :KDWKDSSHQHG" ವ :KDWGLG\RX GR"

Have you ever anything on eBay? (buy) ವ ವ ವ ವ

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Have you ever an important birthday? (forget) ವ :KRVHELUWKGD\ZDVLW" ವ :KHQ GLG\RX UHPHPEHU" ವ +RZGLG\RXUIULHQGIHHO"

Have you pvpr for more than 10 people? (cook) ವ ವ ವ ವ

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=3 =3 =3

=3

12С COMMUNICATIVE Revision questions Personal Information

The past (be)

Free time

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Preferences :KLFKGR\RX SUHIHU":K\" WHD FRIIHH" VXPPHU ZLQWHU" 6DWXUGD\ 6XQGD\" )DFHERRN 7ZLWWHU" VZLPPLQJLQWKHVHD LQDSRRO" ZDWFKLQJVSRUW GRLQJVSRUW"

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How often...?  VSHDNLQ(QJOLVKRXWVLGH FODVV"   KDYHGLQQHUZLWKIULHQGV"  HDWUHGPHDW"  VOHHSEDGO\"  JHWWR FODVVODWH"  JRWR WKHGHQWLVW"

Future   KRPHD IWH UWKLVFODVV"  XVH\RXUFRP SXWHUWKLV HYHQLQJ" :KHQ  GR\RXUKRPHZRUN"  FRPHWR WKHQH[WFODVV" :KHUH KDYHOXQFKQH[W 6DWXUGD\"

The past simple :KDW GRODVWQLJKW" :KDW KDYHIRUGLQQHU" :KDWWLP H OHDYHKRPHWKLV PRUQLQJ" +RZPDQ\KRXUV VOHHSODVW QLJKW" :KR  OXQFKZ LWK\HVWHUGD\" +RZ FRPHWR FODVVWRGD\" :KHQ V WD UWVWXG\LQJ(QJOLVK KHUH"

Describe a friend :KDW KLVRUKHUQDPH" :KHUH  OLYH" :KDW GR" :KHUH  PHHWIRUWKHILUV W WLPH" +RZRIWHQ VHHKLPRUKHU" :KDW KDYHLQFRPPRQ"

:K\ VWXG\(QJOLVK" :KDWERRN UHDGD WWKH PRPHQW"  LWUDLQQRZ" :KDW \RXUWHDFKHUZHDU" :KDW \RXUEHVWIULHQGGRDW WKHPRPHQW"

Have you ever...? Time and dates :KDW WKHWLP HQRZ" :KDWWLP H WKHFODVVILQLVK" :KHQ ELUWKGD\" :KHQ  OLNHJHWWLQJXSRQ 6XQGD\" :KHQ \RXUQH[WKROLGD\" :KDW IDYRXULWHPRQWK":K\" :KDW WKHGDWH\HVWHUGD\"

EH WR 3DULV" VHQG DQHPDLOWR \RXU WHDFKHU" EUHDN \RXUDUPRUOHJ" KDYH D SUREOHPRQ)DFHERRN" IDOO  LQWKHVWUHHW" EH WR WKHFLQHPDDORQH"

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

Vocabulary activity instructions 1A Days of the week / Numbers 1-20

2A Common objects

$SDLUZRUNVSHOOLQJD F WLY LW\

$QDQDJUDPD FWLYLW\

/DQJXDJH

/DQJXDJH

GD\VR IWKHZHHNQXPEHUV

HYHU\GD\REMHFWVNH\VXQJODVVHVFRLQ

• Give each student a worksheet and tell them to look at the letter snake. Tell them to find the numbers and days and write them in the correct place in the lists. HLJKWILYHWZHOYH7KXUVGD\WKLUWHHQWZ HQW\0RQGD\ QLQHWHHQIRXUWHHQ6DWXUGD\

• Sts complete the two lists with the missing numbers and days. Monitor and check. • Get Sts to decipher the code and write the words. HOHYHQ 7XHVGD\ HLJKW

• Each student thinks o f three words, days, or numbers and puts them into the code. They dictate the code to a partner and he /she writes the words.

IB The world )LOOLQJLQDFKDUWDQGJDSILOODFWLYLW\ /DQJXDJH FRXQWULHVQDWLRQDOLWLHVODQJXDJHV

• Give each student a worksheet. Sts look at exercise a, and fill in the two columns. • Check answers. &RXQWU\3RODQG6SDLQ+XQJDU\*HUPDQ\(J\SW&KLQD 7XUNH\ Language: 3ROLVK6SDQLVK+XQJDULDQ*HUPDQ(J\SWLDQ &KLQHVH7XUNLVK

• Sts look at exercise b. Sts identify the countries and nationalities from the pictures and complete the sentences.  

-DSDQ %UD]LOLDQ $XVWUDOLD $IULFDQ ,ULVK 5XVVLD 6ZLVV WKH&]HFK5HSXEOLF

1C Classroom language &RPSOHWLQJVHQWHQFHV /DQJXDJH FRPPRQFODVVURRPH[SUHVVLRQORRNDWWKHERDUG

Give each student a worksheet. Tell Sts to look at the picture and use the words in the list to complete the gaps. Point out that column 1 is what the teacher says and column 2 is what the students say. 7HDFKHU/RRN &ORVH 2SHQ 5HDG 7XUQR II  6LW *R 6WXGHQWODWH GRQಬW +RZ ([FXVH :KDW KHOS &DQ

• Explain to Sts that they are going to solve the anagrams and match them to the pictures o f common objects. If necessary write a few anagram examples on the board, e.g. sitsue - tissue. • Give Sts a worksheet and get them to order the letters to form words. Then tell them to match them to the pictures. • Check answers. EDFRLQ ͘DSXUVH GDZDWFK HDZDOOHW I DILOH JVFLVVRUV KDPDJD]LQH LDODSWRS MVXQJODVVHV ͑DNH\ ,DGLDU\ PDWLFNHW QDVWDPS ͕DQXPEUHOOD

• Sts cover the words and look at the pictures to test each other.

2B Opposite adjectives race $UDFHWRILQGWKHRSSRVLWHDGMHFWLYHV /DQJXDJH FRPPRQDGMHFWLYHV IDVWVORZ

• Put Sts in pairs and give each student a worksheet face down. • Tell Sts they are going to write the opposite o f the adjectives as quickly as possible. Everyone starts at the same time. The pair who completes the list correctly first win the race. Set a time limit o f e.g. 3 minutes and tell Sts to stop. Check answers.  FKHDS VORZ FOHDQ GLIILFXOW IDU WKLQ ORZ ULJKW SRRU EDG XJO\ VWURQJ IXOO GDUN VKRUW ROG

• When Sts finish they can test each other by asking a) W hat’s the opposite of...? b) p ag e turned dow n...

̧̮

Verb Phrases 0DWFKLQJYHUEVDQGSKUDVHV

/DQJXDJH FRPPRQYHUESKUDVHVOLVWHQWRPXVLF

• Give each student a worksheet and get them to fill in the verb column from the list. They must use do and play twice.  KDYH GR JR GULQN OLYH UHDG VSHDN  WDNH VWXG\ ZRUN OLVWHQ VD\ ZHDU HDW GR SOD\ ZDWFK OLNH SOD\

• Sts test themselves or each other by covering the verb column and saying the phrases with I.

ЗВ Jobs

E x tr a idea

$SX]]OHPDWFKLQJSLFWXUHVDQGMREV /DQJXDJH

• Sts could ask you about your day, e.g. D o y ou get up at 6.15? How do you go to work?

MREVZDLWHUSLORW

• Put Sts in pairs and give each student a worksheet. Tell them they are going to complete the crossword with names o f jobs. • Explain that they have to look at the pictures and decide what job they associate with the objects. • If Sts are having difficulty you could help them by giving some o f the letters. DUFKLWHFW PXVLFLDQ YHW PRGHO SLORW WHDFKHU KDLUGUHVVHU ODZ\HU QXUVH EXLOGHU MRXUQDOLVW UHFHSWLRQLVW VROGLHU

4A The family 'HFLGLQJLIVHQWHQFHVDUHWUXHRUIDOVH

• Sts could ask each other questions about the story, e.g. Where does she have lunch? D oes she go to work by bus?

5A More verb phrases 0DWFKLQJYHUEVDQGSKUDVHV /DQJXDJH FRPPRQYHUESKUDVHVEX\DWLFNHW

• Put Sts in pairs and give them a worksheet o f the word search. Tell them to look for verbs, first horizontally and then vertically, that match phrases a-о . Get them to write the verbs in the list and to match them to each phrase. Make sure Sts circleforg et and not get. • Check answers.

/DQJXDJH IDPLO\PHPEHUVIDWKHUVRQ

• Put students in two groups, A and В and give each student a copy o f worksheet A or B. • In groups, Sts look at the family tree and statements 1-10. Sts write T (true) or F (false) for each statement. Monitor the groups to make sure their answers are correct. • Tell Sts they are going to work with a student from the other group. Put Sts into pairs. Explain that they have to read their statements to each other, say if they are true or false, and correct the false statements. • Sts then test each other by asking questions, e.g. Who is Sally’s aunt?

4B A day in the life of an aerobics teacher 7HOOLQJDVWRU\IURP WKHSLFWXUHV /DQJXDJH HYHU\GD\DFWLYLWLHV VKHJHWVXSDWDP

Give each student a worksheet o f the picture story and explain that this is the daily routine o f an aerobics teacher. With the class quickly go through the sequence to elicit the verbs from the Sts. Focus on for the third person. 6KHZDNHVXSDW DP 6KHJHWVXSDWDP 6KHGRHVH[HUFLVH 6KHKDVDVKRZHU 6KHJHWVGUHVVHG 6KHKDVEUHDNIDVW 6KHJRHVWR ZRUN 6KHJHWVWR ZRUNDW DP

• You could ask Sts in what way their daily routine is similar.

6KHWHDFKHV ZRUNVIURP DPWR SP 6KHKDVOXQFKDWSP  6KHWHDFKHV ZRUNVIURP SPWR SP 6KHJRHVKRPH 6KHFRRNVGLQQHU 6KHZDWFKHV79 6KHJRHVWR EHGDW SP

Pair Sts and ask them to describe the aerobics teacher’s day together. Encourage them to add information, e. g. She has cereal and fru it fo r breakfast, (picture 6) and link to sentences with then.

IRUJHWJ PHHWI  XVHL SOD\D Z DLWK WDNH͘ WH OOQ KHDU, JLYHE SDLQWM VLQJ͑ VHHG ILQGP

5 C The weather $SDLUZRUND FWLYLW\ GHVFULELQJWKHZHDWKHU /DQJXDJH ZHDWKHUZRUGVDQGYHUEVVXQQ\UDLQ

• Copy and cut up the worksheets into A and B. • Put Sts into pairs A and В and give out worksheets. Give Sts a few minutes to do exercise a individually and then check answers. ZLQG\ VXQQ\ FORXG\ UDLQLQJ VQRZLQJ

• Focus on b. Remind them o f the question W hat’s the weather like? Explain that they are going to ask each other questions in pairs to complete the missing information in the W e a th e r and T em p eratu re columns. Point out the model questions and answers on their worksheet and remind them o f the word degrees. • Pair Sts and monitor as they do the activity. • W hen they finish, Sts can compare their informtion to check.

6B Dates A SDLUZRUND FWLYLW\ SUDFWLVLQJVD\LQJGDWHV

/DQJXDJH GDWHVDQGPRQWKVWKHVL[WKR I-XO\

Write a few examples on the board in a similar small grid. Explain that Sts are going to practice saying dates. 1

2



$







В







Say a reference, e.g. W hat’s the date in A2 and get Sts to tell you the date.

Extra idea

ЗВ Jobs

• You could ask Sts in what way their daily routine is similar.

$SX]]OHPDWFKLQJSLFWXUHVDQGMREV /DQJXDJH

• Sts could ask you about your day, e.g. D o y ou get up at 6.15? How do you go to work?

MREV ZDLWHUSLORW

• Put Sts in pairs and give each student a worksheet. Tell them they are going to complete the crossword with names o f jobs. • Explain that they have to look at the pictures and decide what job they associate with the objects.

5A More verb phrases 0DWFKLQJYHUEVDQGSKUDVHV

• If Sts are having difficulty you could help them by giving some o f the letters. 

a rc h ite c t

7

te a c h e r

12

jo u r n a lis t

 m u s ic ia n 8 h a ir d r e s s e r

4 vet

m o d e l

9 la w y e r

 r e c e p t i o n is t

 p ilo t

10 n u rse

1 1 b u ild e r

1 4 s o ld ie r

4A The family 'HFLGLQJLIVHQWHQFHVDUHWUX H RUIDOVH

/DQJXDJH FRPPRQYHUESKUDVHVEX\DWLFNHW

• Put Sts in pairs and give them a worksheet o f the word search. Tell them to look for verbs, first horizontally and then vertically, that match phrases a-о . Get them to write the verbs in the list and to match them to each phrase. Make sure Sts circle fo rg et and not get. • Check answers.

/DQJXDJH IDPLO\PHPEHUVIDWKHUVRQ

• Put students in two groups, A and В and give each student a copy o f worksheet A or B. • In groups, Sts look at the family tree and statements 1-10. Sts write T (true) or F (false) for each statement. Monitor the groups to make sure their answers are correct. • Tell Sts they are going to work with a student from the other group. Put Sts into pairs. Explain that they have to read their statements to each other, say if they are true or false, and correct the false statements. • Sts then test each other by asking questions, e.g. W ho is Sally’s aunt?

4B A day in the life of an aerobics teacher 7HOOLQJDVWRU\IURP WKH SLFWXUHV /DQJXDJH HYHU\GD\DFWLYLWLHV VKHJHWVXSDWDP

Give each student a worksheet o f the picture story and explain that this is the daily routine of an aerobics teacher. W ith the class quickly go through the sequence to elicit the verbs from the Sts. Focus on -s for the third person. 6KHZDNHVXSDW DP 6KHJHWVXSDWDP 6KHGRHVH[HUFLVH 6KHKDVDVKRZHU 6KHJHWVGUHVVHG 6KHKDVEUHDNIDVW 6KHJRHVWR ZRUN 6KHJHWVWR ZRUNDW DP

• Sts could ask each other questions about the story, e.g. W here does she have lunch? D oes she go to work by bus?

6KHWHDFKHV ZRUNVIURP DPWR SP 6KHKDVOXQFKDWSP 6KHWHDFKHV ZRUNVIURP SPWR SP 6KHJRHVKRPH 6KHFRRNVGLQQHU 6KHZDWFKHV79 6KHJRHVWREHGDW SP

Pair Sts and ask them to describe the aerobics teacher’s day together. Encourage them to add information, e. g. She has cereal and fru it f o r breakfast, (picture 6) and link to sentences with then.

 IRUJHWJ PHHWI  XVHL SOD\D Z DLWK  WDNH͘ WH OOQ KHDU, JLYHE SDLQWM  VLQJ͑ VHHG ILQGP

5 C The weather $SDLUZRUND F WLYLW\ GHVFULELQJWKHZHDWKHU /DQJXDJH ZHDWKHUZRUGVDQGYHUEVVXQQ\UDLQ

• Copy and cut up the worksheets into A and B. • Put Sts into pairs A and В and give out worksheets. Give Sts a few minutes to do exercise a individually and then check answers. ZLQG\ VXQQ\ FORXG\ UDLQLQJ VQRZLQJ

• Focus on b. Remind them of the question W hat’s the weather like? Explain that they are going to ask each other questions in pairs to complete the missing information in the W e a th e r and T em p eratu re columns. Point out the model questions and answers on their worksheet and remind them o f the word degrees. • Pair Sts and monitor as they do the activity. • When they finish, Sts can compare their informtion to check.

6B Dates $SDLUZRUND F WLYLW\ SUDFWLVLQJVD\LQJGDWHV /DQJXDJH GDWHVDQGPRQWKV WKHVL[WKR I-XO\

Write a few examples on the board in a similar small grid. Explain that Sts are going to practice saying dates. 1

2

3

A

6/7

22/9

30/5

В

15/8

3/1

1/6

Say a reference, e.g. W hat’s the date in A2 and get Sts to tell you the date.

• Tell Sts they are going to do a similar activity. Put Sts in pairs and give each student a worksheet A or B . Give them a few minutes to look at their worksheet. Practise pronouncing the letters on the left correctly.

• Put Sts into pairs $ and ̩and give out worksheets. Give them a few minutes to think and to clarify any doubts with you before they describe their room to their partner.

• Explain that they have to complete their grid by asking questions about the empty squares. Point out the example at the top of their worksheet.

• When Sts have finished they look at the originals and compare them with what they have drawn.

• Sts compare their grids when they have finished.

7C go, have, get 0DWFKLQJYHUEVDQGSKUDVHV /DQJXDJH

9A Food 1DPLQJIRRGIURP SLFWXUHV /DQJXDJH 9HUESKUDVHVPDGHR IVWRQHKHDUWKHPXVLF

• Copy and cut up the worksheets into A and B.

• Give each student a worksheet and tell them they have to use the pictures to find one food word for each letter of the alphabet.

• Put Sts into pairs A and В and give out the worksheets. Give Sts a few minutes to do exercise a individually and then check answers.

• You could do this as a race in pairs. In this case make sure everyone starts at the same time and set a time limit.

H[SUHVVLRQVZLWKgo, have, get

6WXGHQW$JR JHW KDYH JHW JR JHW JR KDYH KDYH JR 6WXGHQW̩ KDYH JR KDYH KDYH JR JHW JR JR KDYH JHW

• Focus on b and get Sts to ask and answer their questions. Remind them to ‘rebound’ the questions, e.g. W hat about you? /Andyou?

8B Race round the house 1DPLQJKRXVHKROGREMHFWVIURP GHILQLWLRQV /DQJXDJH KRXVHKROGREMHFWVDQGIXUQLWXUH

• Put Sts in pairs and give each student a worksheet face down. Tell them they have to identify house vocabulary as quickly as possible. • Start the activity and set a time limit. Any pairs who have all the correct answers wins. DQDUPFKDLU DODPS SLFWXUHV SDLQWLQJV DPLUURU  DEHGURRP DFDUSHW DFRRNHU DLUFRQGLWLRQLQJ VWDLUV DFXSERDUG DIULGJH DEDWKURRP DFHLOLQJ DZDVKLQJPDFKLQH

D DSSOH E EUHDG ͘ FDUURWV H HJJ I  ILVK K KDPEXUJHU

L LFHFUHDP M MXLFH , OHWWXFH P PXVKURRPV ͕ RQLRQ S SHDV

UULFH VVDQGZLFK W WRP DWR YYHJHWDEOHV ͚\RJKXUW

9C Numbers dictation $SDLUZRUNDFWLYLW\WRSUDFWLVHVD\LQJKLJK

QXPEHUV

/DQJXDJH KLJKQXPEHUVRQHKXQGUHGDQGRQH

• Put Sts in two groups A and B. Give everyone a worksheet A or B . Tell them to write the numbers in words on their sheet. Monitor for correct spelling. • In their A /В groups get them to practise saying the numbers aloud. • Pair Sts A I В and tell them to dictate their numbers to each other. Tell them to write the numbers in the Your p a rtn e r’s num bers column. • When Sts finish they look at their partner’s worksheet to check their answers.

E x tr a idea • W hen Sts finish, they could cover the definitions and in pairs define the words in the list to each other in their own words.

8C Prepositions of place $GHVFULEHDQGGUDZD F WLY LW\ /DQJXDJH SUHSRVLWLRQVRISODFHRQ under

• Revise the prepositions quickly by making a quick drawing on the board or using the classroom. Remind Sts o f there is /are, and on the right and on the left. • Tell Sts they each will have a picture o f a room which they have to describe to their partner. Their partner will draw the picture, exactly as they describe it.

10A Places and buildings puzzle 6ROYLQJDSX]]OHWRILQGDKLGGHQSKUDVH /DQJXDJH EXLOGLQJVDQGSODFHVSRVWRIILFHFKHPLVWಬV

• Give each student a worksheet o f the puzzle. Explain that they have to write the answers to the clues in the puzzle. If their answers are correct they will find a phrase in the shaded area down the middle o f the puzzle. • Sts can do this individually or in pairs.  SRVWRIILFH KRVSLWDO VTXDUH FKXUFK  FKHPLVWಬV PRVTXH EULGJH WRZQKDOO PDUNHW WKHDWUHV  PXVHXP FDUSDUN ULYHU VWDWLRQ D UWJDOOHU\ 0LVVLQJSKUDVHSODFHVLQWKHFLW\

1A VOCABULARY Days of the week / Numbers 1-20 Q

Find the numbers and days, and write the words in the right places in the lists.

y\\^ E ^ lN S QT WEN T y^BCM ONDAYXO^0^

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1

11

______

1

___

2

12

_____

2

___

 threeBBBBBBB

 B B B B B B 

 B B B B

 BBBBBBBBBBB 

 BBBBBBBBBBB 

  BBBBBB

 BBBBBBBBBBB 



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BBB

 BBBBBBBBBBB 







Friday

 BBBBBBBBBBB 



BBBBBB



BBB

 BBBBBBBBBBB 



BBBBBB

 

 B B B B B B '

20

__________________________________

0

Complete the lists with numbers and days.

Q

Look at the code. Use it to write the words below.

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BBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB

Think of three words, days, or numbers and put them into the code. Dictate the code numbers to your partner. He / she writes the words.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

IB 92&$%8/$5< 7KHZRUOG Q

Complete the chart with coutries and nationalities. Put one word in each box. &28175<

1$7,21$/,7< /$1*8$*(

France

F ren ch

3R 6S +X *HU (J &K 7X

Look at the pictures. Complete the sentences with a country or nationality.

1 G eishas are fr o m _____________ 2 Sam ba is a ____________________ dance. 3 Boom erangs are fr o m ____________________ 4 Senegal, Kenya, and E thiopia a r e ____________________ countries. 5 G uinness is a n ____________________ beer. 6 M oscow is the capital o f ____________________ 7 Toblerone and Lindt a r e ____________________ chocolates. 8 Prague is the capital o f ____________________

ц

и

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

1C VOCABULARY Classroom language ф

Complete the phrases with words in the list. FORVH FDQ GH GRQಬW  H[FXVH KHOS KRZ ODWH ORRN RSHQ UHDG VLW JR WXUQR II ZKDW

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

2А VOCABULARY Common objects ф

Look at the ANAGRAMS. Order the letters and write the words. Match them to pictures 1-15. Use a / an with the singular nouns.

ANAGRAMS D HQLG\WLWDUFG E RLFQ ͘ XUSHV G WFZKD H WHDZOO I

OLIH

J FURVVLVV K HPQDLJ]D L

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M VDOVVHJXQV ͑ \H͑ ,

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P FNLWHW Q SDPVW  HUXPEDOW

a

an identity card

b ______________

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с

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__________________

G BBBBBBBBBBBBBBBBB

႒

e ______________

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I  BBBBBBBBBBBBBBBBB

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g

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h __________:_______

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L BBBBBBBBBBBBBBBBB

႒

L 

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к __________________

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m ----------------------

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n ______________

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O __________________

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

2В VOCABULARY Opposite adjectives race ф

Write the opposite adjectives.

23326,7(

1 expensive 2 IDVW 3 dirty 4 HDV\ 5 near 6 IDW 7 high 8 ZURQJ 9 rich 10 JRRG 11 beautiful 12 ZHDN 13 empty 14 EORQGH 15 tall 16 \RXQJ

Q

Test your partner. :KDWಬVWKHRSSRVLWHR I

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

ЗА VOCABULARY Verb phrases M atch the verbs in the list to phrases 1 -2 0 . W rite them in the V E R B column.

GR[  GULQN HDW JR KDYH OLNH OLVWHQ OLYH SOD\[  UHDG VD\ VSHDN VWXG\ WDNH ZDQW ZDWFK ZHDU ZRUN

VERB  + , DQHZFDU

wm L-

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 ႑ ႑ LQDIODWLQWKHFLW\FHQWUH  ႑ ႑ WKHQHZVSDSHULQEHG

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Test your memory. Cover the V E R B column. Say phrases 1-20 with I. ,ZDQWDQHZFDU :a Q

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

3B VOCABULARY Jobs ф

Complete the crossword from the picture clues.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

4А VOCABULARY The family Student A Q

Look at sentences 1-10. Decide if they are true (T) or false (F). W  'DYH UHWLUHG

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Q

I

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Read your sentences to B. He / she says if they are true or false. 0DUWLQLV-HPPDಬVEURWKHUA

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f -HPPD

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Test your partner. :KRLV'DYHಬVZ L I H A 5 L W D 

Student В Q

Look at sentences 1-10. Decide if they are true (T) or false (F). I 'DYH UHWLUHG

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f 1LFN

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Read your sentences to A. He / she says if they are true or false. 0LNHಬVIDWKHULVDQHQJLQHHUA

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

4В VOCABULARY A day in the life of an aerobics teacher

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5А VOCABULARY More verb phrases Q

Q

Find more verbs, horizontally (—►)and more vertically  L 

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Write the verbs in the list 1-15 and match them to the phrases a-o. 9(5%

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a the guitar / tennis

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b somebody a present с a photo





d a film

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f your friends in a coffee bar









g a name h for a bus





i a computer





j a picture





к a song















m a parking space n a story

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e a ticket

buv

a noise

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

5С VOCABULARY The weather Student A Q

Look at the pictures. What’s the weather like? Complete sentences 1-5.

1 It’s. Q

2 It’s.

3 It’s.

4 It’s.

5 It’s.

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Look at the pictures. What’s the weather like? Complete sentences 1-5.

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1 It’s.

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

6В VOCABULARY Dates Student A Find the missing dates. Ask your partner. What's the date in Al?^) ( j ? s the third o f M y. ' p ill V -

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3/7 В

11/10



31/8 30/3

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8/12

24/9 12/5

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1/11

Student В Find the missing dates. Ask your partner. What’s the date in A3?^) ( j t ’s the tenth o f November.

2 A В С D

3

4

5

10/11

9/6

7/3

5/12 12/10

21/5 17/1

23/2

16/8 2/4

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

7С VOCABULARY go, have, get Student A

Student В

0

Q



Complete the questions with go, have, or get.

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Ask your partner the questions. Ask for more information.

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8В VOCABULARY Race round the house Find the objects from the clues. The winner is the first person to have all the household objects. Cirdg)a or an.

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English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

8С VOCABULARY Prepositions of place Student A D escrib e your picture to your partner. T h en draw the picture your partner describes. On t h e right, t h e r e ’s a becQ) 1

=3

2

Student В D raw the picture your partner describes. T h en describe your picture to your partner. On t h e right, there's a s o fa ^

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1

2

= ==

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

̧ 92&$%8/$5< )RRG Write one word for each letter of the alphabet.



9С VOCABULARY Numbers dictation STUDENT A =а

Q

Write the numbers in words.


=з     o n e hundred an d fift y

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1 3 84

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Q

Dictate the numbers to your partner,

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Write down your partner’s numbers.

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591 16

STUDENT В Q

Write the numbers in words.


 150

 717 =

2

 



 



 



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IL

fi

 



 



Q

Write down your partner’s numbers.

Q

Dictate the numbers to your partner.

53

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012

10А VOCABULARY Places and buildings puzzle О

Read the clues and complete the puzzle. 1 If you need stamps or want to send a letter you go here. 2 You go here if you are very ill or have an accident. 3 Trafalgar__________ is in London, Times___________ is in New York. 4 A religious building where Christians go. 5 You can buy aspirin or medicine here. 6 Similar to clue 4 but for Muslims. 7 To walk or drive across a river you usually go over a __________ 8 A building where the local government offices are. 9 An open area of small stalls where you can buy fresh fruit, vegetables, and sometimes clothes. 10 Broadway in New York is a street with a lot of__________ 11 A building where you can see a collection of valuable or rare objects, e.g. the Louvre in Paris, or the Hermitage in St Petersburg. 12 An area where you can pay to leave your car. 13 The Thames is the__________ that crosses London. 14 You go here when you want to get a bus or a train. 15 You can see paintings, sculptures, and pieces of art here.

I

 

10

11 12

   Q

There is a phrase under the arrow. Find the missing phrase, which is the title of the puzzle.

English File 3rd edition Teacher’s Book Elementary Photocopiable © Oxford University Press 2012