dutytowarn.info Technology New English File Elementary Third Edition Pdf


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A blend of completely new lessons, updated texts and activities, together with the refreshing and fine-tuning of some favourite lessons from New English File. English File Elementary 3rd Edition Students Book6 - Ebook download as PDF File .pdf) or read New English File Upper-intermediate Teacher's dutytowarn.info New English dutytowarn.infotary Student s Book. Uploaded by. Limar Bondad. NEF Advanced Teacher's Book. Uploaded by. Angie Magana. English file third.

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Отличия нового учебника английского English File 3rd Edition от предыдущей редакции New English File: более современный «интерфейс» учебника. Download NEW ENGLISH FILE ELEMENTARY - WORKBOOK: WITH ANSWER. 3 Pages··21 English File Elementary, third edition CEFR Mapping. We very much hope you enjoy using English File third edition. script alongside, to help students with the pronunciation of new words.

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Services for teachers. Upper Secondary. Vocational Training. Infantil Juvenil Planes Lectores. English File Third Edition. EOIs Imprimir. Intermediate Plus. The third edition of English File has seven levels, all created for the 21st century, with a full digital package for teachers and students.

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Key Features The English File concept remains the same in this edition- fun, enjoyable lessons which get students talking by using the right blend of language, motivation, and opportunity — but now the content and the components have been updated and improved for students and teachers. Get Sts to cover the words with a piece of paper leaving the map visible. Sts look at the map and try to remember both the continents and adjectives.

Finally, focus on the compass points and model and drill the pronunciation: Focus on 2 Countries and nationalities and get Sts to do a individually or in pairs. Play the audio again, pausing for Sts to repeat the countries and nationalities. Now focus on the instructions for b. Get Sts to cover the words with a piece ofpaper leaving the maps visible. Sts look at the maps and try to remember both the countries and nationalities.

Finally, focus on the Capital letters box and go through it with the class.

Focus on the instructions and the example. Tell Sts they will hear the name of a country and they must say the nationality. Play the audio, pausing after each country, and elicit the nationality from the class. Focus on the expressions I think Then go through the Languages box with the class. Put Sts in pairs or groups and set them a time limit to do questions in the quiz. Monitor and check that most Sts have finished before playing the audio for 5 and 6. Sts write the nationalities of the countries that they think the national anthem is from.

Play the audio. Sts letter the languages a-d in the order in which they think they hear them. Check answers as a class. Model and drill the sound.

Before you play the audio, you may want to point out that some words, e. Remind Sts that the phonetic symbol in the picture represents the sound. Then play the audio again, pausing after each sound and sentence for Sts to repeat. Play again if necessary. Tell Sts to go back to the main lesson IB.

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

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

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

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

Encourage them to stress the more important words more strongly and say the other words more quickly and lightly. Tell Sts they have to ask these questions for each of their three people and write the answers in the chart.

When they have finished, get them to compare charts and then get feedback from some pairs. Get Sts to ask you the question. The answer to Where areyoufrom? Get Sts to stand up and to ask five other Sts the question.

Finally, ask a few Sts where they are from. Then elicit the numbers from Sts.

English file elementary 3rd edition

Focus on part 3 Numbers 2 1 -1 0 0 and get Sts to do exercise a individually or in pairs. Check answers by writing the numbers on the board. You may want to play it now or at any other moment when you want to revise numbers. When they come to a number which contains 3 e.

New English File Elementary - Students Book.pdf

Put Sts in pairs and get them to dictate their numbers to their partner, who writes them down. When they have swapped roles, they can compare pieces of paper to check for mistakes.

Remind Sts that 13,14, etc. This means that the pairs of numbers can be easily confused and this can be a problem, even for native speakers, particularly for example in a noisy environment like a pub or cafe. Play the audio, pausing after each number for Sts to repeat.

Point out that 30,40, etc. Tell Sts to go back to the main lesson 1B. This time Sts will hear seven dialogues. In each dialogue they will hear just one number from each pair. Play the audio twice and Sts circle a or b. A Excuse me! How far is it to Dublin?

A Thanks a lot. Will all passengers on flight BA to New York please go to gate 60 immediately. A How much is that? That's 17 Euros. What number? Can you be quiet, please? Open your books on page Draw this bingo card on the board for Sts to copy. In pairs, Sts complete their bingo card with six numbers from a. They must only choose one from each pair, e. Call out random numbers choosing from the pairs of numbers in a.

Keep a note of the numbers you call out. If Sts have one of the numbers you call out on their card, they should cross it off. Once there is a winner, you can play Bingo again if there is time. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable activity on p. Chorus All over the world, Everybody got the word; Everybody everywhere is gonna feel it tonight. New York, Detroit, L. Chorus Everybody all around the world Gotta tell you what Ijust heard; Everybody walkin' down the street Iknow a place where we all can meet.

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

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

In You say Sts learn phrases they themselves may need to use in class. In a they match the phrases and pictures. Make sure Sts know what all the phrases mean. Play the audio again, pausing for Sts to repeat the phrases, encouraging them to use the right rhythm.

Get Sts to cover the sentences with a piece of paper leaving the pictures visible. Finally, focus on the information box about the and go through it with the class.

Articles are very easy for some nationalities and more difficult for others, depending on their LI. If articles are a problem for your Sts, give more examples to highlight the meaning of the.

Tell Sts to go back to the main lesson 1C. Sit down. Open your books. Go to page Look at exercise lb. Close your books. Now focus on the example words in the row next to each sound picture, e. Then play the audio again, pausing after each sound picture word and its corresponding sound, and the other words for Sts to repeat them. Explain that in English we usually say abbreviations by saying the individual letters.

Give Sts a few moments in pairs to practise saying them. Play the audio for Sts to listen and check. Play it again, pausing for Sts to repeat. Then ask Sts if they know what any of them mean. Focus on the chart. Explain that the letters are in columns according to the pronunciation of each letter. Elicit the seven picture words and sounds Sts have seen them all before. Then show Sts how the letters in each column have the same vowel sound, e.

Put Sts in pairs. Get them to go through the alphabet, stopping at the letters that are missing from the chart, and writing them in the right column. Do the first one with them B.

Write it on the board and ask Sts how to say it and which column it goes in tree. Give Sts a time limit, e. Play the audio once for Sts to listen and check answers you may want to copy the complete chart onto the board. Then play the audio again, pausing after each sound for Sts to repeat the group of letters. Play the audio twice and tell Sts to circle the letter they hear.

Tell Sts they will hear the letter twice. Focus on the phrases and tell Sts that they are all things that we normally refer to just using abbreviations the bold letters.

Put Sts in pairs and get them to practise saying the abbreviations. Make sure they understand all the phrases. Think of a word Sts know, preferably of at least eight letters, e. Write a dash on the board for each letter of the word: Sts call out letters one at a time. If the letter is in the word e. A , fill it in each time it occurs, e. Only accept correctly pronounced letters. If the letter is not in the word, draw the first line of this picture on the board: The student who correctly guesses the word comes to the board and chooses a new word.

Now focus on the language school enrolment form. Tell Sts that they are going to listen to her being interviewed by the school receptionist, and must complete the form with her information. Go through the different headings on the form and make sure Sts understand them.

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

Then tell them to try to complete some of the form, and play the audio as many times as you think they need, pausing where necessary, e. Give Sts time to compare with a partner, and then check answers.

Are you a new student? D Yes, Iam. R Sit down, please. R Right. D Darly. R How do you spell that? D Bezerra. R Bezerra. Where are you from? R Where in Brazil? D From Rio. R And how old are you? D In Rio? R Yes. D Yes. D Sorry?

English file third edition. Student book_1.pdf

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

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

Then play the audio again for Sts to repeat, encouraging them to copy the rhythm of the questions. Put Sts in pairs, A and B, and get them to sit so that they are facing each other. A is going to interview B. Dispatched from the UK in 3 business days When will my order arrive?

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