490 8- American English File. 2ed. Lev.4 Teacher's Book - American ENGLISH FILE Teacher’s Book 1 - Studocu

Nội Dung Chính

American

ENGLISH FILE

Teacher’s Book

1

Paul Seligson and Clive Oxenden are the original co-authors of
English File 1 and English File 2

Christina Latham-Koenig

Clive Oxenden

with Anna Lowy

Beatriz Martín García

4

####### 1

198 Madison Avenue
New York, NY 10016 USA

Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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© Oxford University Press 2014
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First published in 2014
2018 2017 2016 2015 2014
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Photocopying
The Publisher grants permission for the photocopying of those pages marked
“photocopiable” according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
permission does not extend to additional schools or branches.
Under no circumstances may any part of this book be photocopied for resale.

Director, ELT New York: Laura Pearson
Head of Adult, ELT New York: Stephanie Karras
Publisher, Adult Coursebooks: Louisa van Houten
Development Editor: Hana Yoo
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Design Project Manager: Michael Steinhofer
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isbn: 978 0 19 477576 2 teacher’s book (pack component)
isbn: 978 0 19 477636 3 teacher’s book (pack)
isbn: 978 0 19 477660 8 testing program cd-rom (pack component)

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acknowledgements
The authors would like to thank all the teachers and students around the world whose
feedback has helped us shape American English File_.
The authors would also like to thank_ : all those at Oxford University Press (both
in Oxford and around the world) and the design team who have contributed
their skills and ideas to producing this course.
Finally very special thanks from Clive to Maria Angeles, Lucia, and Eric, and from
Christina to Cristina, for all their support and encouragement. Christina would also like
to thank her children Joaquin, Marco, and Krysia for their constant inspiration.
The Publishers would like to thank the following for their kind permission to reproduce
photographs and other copyright material : Alamy Images pp (Portrait of man/
Juice Images), 162 (Couple smiling/PhotoAlto sas), 165 (Police officer at crime
scene/Cultura Creative), 169 (Kiwi/Life on white), 173 (Extreme free climbing/
Prisma Bildagentur AG), 176 (Boy with grandfather/moodboard), 178 ( Gone
with the Wind/ AF Archive), 190 (Stethoscope/Michael Willis), 196 (Road sign/
Vikki Martin), 196 (Snowboarder/StockShot), 196 (Bear/FLPA), 203 (Stockholm,
Sweden/Sweden and Swedish), 203 (Fruit and vegetables/Image Source
Plus), 207 (Lightning/Dorset Media Service), 207 (Eye/Medical-on-Line),
208 (Kisumu Lake/Images of Africa Photobank), 208 (Astronaut Buzz Aldrin/
NASA Archive), 216 (Woman eating chocolates/Blend Images), 222 (Stack of
newspapers/Johnny Greig), 222 (Woman using tablet computer/Anatolii Babii),
236 (Final edition of the News of the World newspaper/Richard Saker); Corbis
pp (Business people talking/Dan Bannister/Image Source), 170 (Russia,
Moscow/Andrey Petrosjan/FotoS.), 178 (Furious manager/Wavebreak
Media Ltd.), 196 (Rioting on the streets of Belfast/Michel Philippot/Sygma),
204 (Microphone/Beau Lark), 217 (Tropical storm/Marc Serota/Reuters); Getty
Images pp (Mother carrying son/Image Source RF/InStock), 162 (Smiling
woman/dibrova), 170 (Climbing mountain/Damiano Levati), 196 (Great white

shark/Fuse), 234 (Crowd/Mat Hayward), 235 (Sad couple/Eric Audras); Oxford
University Press pp (Penguin/Ingram), 174 (Tennis player after defeat/
StockbrokerXtra), 175 (Friends at beach/Image Source), 196 (Brazilian snake/
Photodisc), 203 (Recycling box/Marnie Burkhart); Rex Features p (Pink/
Sipa Press); Shutterstock pp (Moody girl/CarlaVanWagoner), 160 (Smiling
teen boy/RyFlip), 160 (Portrait of man/Goodluz), 160 (Portrait of woman/
Oleg Golovnev), 169 (Ostrich/Aaron Amat), 189 (Maldives/Patryk Kosmider),
203 (Dog at training centre/lightpoet), 203 (Man driving car/Minerva Studio),
223 (Business meeting/dotshock), 231 (Man at airport/Tyler Olson), 233 (Man
with acoustic guitar/Jose AS Reyes), 237 (Couple at restaurant/Peter Bernik).
Illustrations by : Paul Boston/Meiklejohn Illustration Agency pp, 171;
Astushi Hara/Dutch Uncle Agency p; Anna Hymas/New Division pp,
163, 177; Adam Larkham/Illustration Ltd pp, 191; Tim Marrs pp, 232;
Roger Penwill pp, 156, 164, 192, 194, 238; Lucy Truman/New Division
pp, 202.
The authors and publishers are grateful to those who have given permission to reproduce
the following extracts and adaptations of copyright material : p “Unbelievable”
words and music by Ian Alec Harvey Dench, James Saul Atkin, Zachary
Sebastian Rex James Foley, Mark Simon Decloedt and Derrangene Brownson
© Warner/Chappell Music Ltd (PRS) All Rights Administered by Warner
Chappell Music Australia PTY LTD. p “Just Like a Pill” Words and Music
by Alicia Moore and Dallas Austin © 2001, Reproduced by permission of
EMI Music Publishing Ltd, London W1F 9LD. p “Same Mistake” Words
and Music by James Blunt © 2006, Reproduced by permission of EMI Music
Publishing Ltd, London W1F 9LD. p “My Girl” Words and Music by
Michael Barson © 1979, Reproduced by permission of EMI Music Publishing
Ltd, London W1F 9LD. p “News of the World” Words and Music by Bruce
Foxton © 1978, Reproduced by permission of And Son Music Ltd/EMI Music
Publishing Ltd, London W1F 9LD. p “World” Words and Music by John
Ondrasik © 2006, Reproduced by permission of EMI Music Publishing Ltd,
London W1F 9LD. p “Sing” Words and Music by Gerard Way, Michael Way,
Frank Iero and Ray Toro © 2010, Reproduced by permission of Blow The Doors
Off The Jersey Shore Music Publishing Inc/EMI Music Publishing Ltd, London
W1F 9LD. p “The Airplane Song” Words and Music by Roy Neville Francis
Stride © 2007, Reproduced by permission of EMI Music Publishing Ltd, London
W1F 9LD. p “The Truth” Words and Music by Joel Madden, Benji Madden
and John Feldmann © 2004, Reproduced by permission of Dead Executives
Publishing/Vegan Boy Publishing/EMI Music Publishing Ltd, London W1F
9LD. p “(Love Is Like a) Heatwave” Words and Music by James Edward
Holland Jr., Herbert Lamont Dozier and Brian Holland © 1963, Reproduced by
permission of Jobete Music Co Inc/EMI Music Publishing Ltd, London W1F 9LD
All rights reserved. Any unauthorised copying, reproduction, rental, or
communication to the public of the material contained in this product is a
violation of applicable laws.
Photocopiables designed by : Stewart Grieve
Grammar photocopiable activities written by : Carol Tabor, Brian Brennan

Syllabus checklist

Grammar Vocabulary
1

4 A Questions and answers question formation figuring out meaning from context

8 B Do you believe in it? auxiliary verbs; the … the …
+ comparatives

compound adjectives, modifiers

12 CoLLoQUIaL EnGLISh 1 Talking about interviews, On the street

14 A Call the doctor? present perfect simple and continuous illnesses and injuries

18 B older and wiser? using adjectives as nouns,
adjective order

clothes and fashion

22 REVIEW anD ChECk 1&2 Short movie The history of surgery

24 A The truth about air travel narrative tenses, past perfect
continuous; so / such … that

air travel

28 B Incredibly short stories the position of adverbs and
adverbial phrases

adverbs and adverbial phrases

32 CoLLoQUIaL EnGLISh 2&3 Talking about books, On the street

34 A Eco-guilt future perfect and future continuous the environment, the weather

38 B are you a risk taker? zero and first conditionals, future
time clauses

expressions with take

42 REVIEW anD ChECk 3&4 Short movie The weatherman

44 A The survivors’ club unreal conditionals feelings

48 B It drives me crazy! structures after wish expressing feelings with verbs or
– ed / – ing adjectives

52 CoLLoQUIaL EnGLISh 4&5 Talking about waste, On the street

Pronunciation Speaking Listening Reading

friendly intonation,
showing interest

Q&A interviews
Extreme interviews

Strange questions in job interviews Q&A
Extreme interviews

intonation and
sentence rhythm

What do you think?
Paranormal experiences
Signature analysis

The coffee cup reading
What your signature says
about you
Song: Unbelievable

Hard to believe? But it
happened to me…

/s/, /dʒ/, /tʃ/, and /k/;
word stress

First aid questionnaire
Health and well-being

Radio interview about cyberchondria
Song: Just Like a Pill

Confessions of
a cyberchondriac

vowel sounds Teenagers and elderly people
Clothes – do you agree with
the statements?

Radio program about dressing
your age

Trading ages

regular and irregular past
forms, sentence rhythm

Asking and answering questions
about flying
Flight stories

Radio program with an airline pilot
and air traffic controller
Song: The Airplane Song

Air Babylon

word stress and
intonation

Reading habits questionnaire The Gift of the Magi The Gift of the Magi

vowel sounds How eco-guilty are you?
questionnaire
Extreme weather

Extreme weather experiences
in the US
Song: Heatwave

How eco-guilty are you?
Don’t know what to say?
Talk about the weather!

sentence stress
and rhythm

Taking risks Are you a risk taker?
The risks of driving

I’m John, I’m a speedaholic

word stress Discuss what you would do in
hypothetical situations

Lost in the Jungle How to eat an elephant
Lost in the Jungle

sentence rhythm
and intonation

Situations where you felt a
particular way
Discussing statements about
regret
Things you wish you…

Top five regrets
Five people talking about regrets
Song: Same Mistake

Regrets, we’ve had a few
Some of the top 20 regrets

Pronunciation Speaking Listening Reading

words that come from
other languages

Your music
Asking and answering questions
about music

John Sloboda – why we listen to
music and how it affects the way
we feel
Song: Sing

What music would you play
to an alien?

sentence stress
and linking

Asking and answering questions
about sleep
Discussing issues from the text
Sleepwalking

Sleeping problems
Radio program about sleepwalking

Three things you (probably)
didn’t know about sleep

weak form of have How men and women argue
Do you agree?

Psychologist’s tips for disagreeing
Sentences with missing words
Song: My Girl

How men and women argue

silent letters Describing someone
Two photos

Tim Bentinck interview What every body is saying

the letter u Asking and answering questions
about crime
Discussing what should / shouldn’t
be illegal

Interview with an ex-burglar How not to get robbed on
the street
Crime online

word stress How you find out about news
Discussing how news is produced

Radio news
Jennifer Buhl interview
Song: News of the World

24 hours in journalism

changing stress on
nouns and verbs

Advertising and marketing
The economic situation in your
country

Radio program about the tricks
of advertising
Paul Feldman’s experiment
Song: The truth

Four of the most misleading
ads of all time
What the Bagel Man Saw

word stress with
prefixes and suffixes

What is a “megacity”?
Cities or regions in your country
Asking and answering questions
about where you would like to travel

Interview with Miles Roddis Andrew Marr’s Megacities

stress in word families Scientific facts… or myths?
Science questions

Scientists discussing facts
and myths

Suffering scientists

pausing and sentence
stress

Presentation experiences
Giving a presentation

Disastrous presentations
Song: World

Famous inspirational
speeches

Grammar
Upper-intermediate students need

to review their knowledge of main structures.
to learn more sophisticated grammar structures.
opportunities to use instinct.
American English File 4 Second Edition puts as much
emphasis on consolidating and putting into practice
known grammar as learning new structures. It provides
contexts for new language that will engage students, using
real-life stories and situations, humor, and suspense. The
Grammar Banks give students a single, easy-to-access
grammar reference section, with clear rules, example
sentences with audio, and common errors. There are at
least two practice exercises for each grammar point.
Mini Grammar focuses on smaller grammar items. There
is a photocopiable activity to give more practice of each point.
The oral grammar practice exercise in the Student Book
and the photocopiable Communicative speaking activities
in the Teacher’s Book encourage students to use grammatical
structures in controlled and freer contexts.
The photocopiable Grammar activities in the Teacher’s
Book can be used for practice in class or for self-study.

Vocabulary
Upper-intermediate students need

systematic expansion of topic-based lexical areas.
opportunities to put new vocabulary into practice.
to further develop their ability to “build” new words by
adding prefixes and suffi xes.
At this level, expanding students’ vocabulary is the most
visible and motivating measure of their progress. Every
lesson has a clear lexical aim. Many lessons are linked to
the Vocabulary Banks which help present and practice
high-frequency, topic-based vocabulary. The stress in
multi-syllable words is clearly marked, and both phonemic
script and an audio model of each word is provided.

Pronunciation
Upper-intermediate students need

“fine-tuning” of pronunciation of difficult sounds.
to be able to use appropriate rhythm and intonation.
to continue to develop their instinct for spelling,
pronunciation rules, and patterns.
The objective is to make students totally intelligible to other
speakers of English (native and non-native). However, it’s
also important to make clear that perfection is not the aim.
Students who studied with previous levels or editions of
American English File will already be familiar with American
English File ’s unique system of sound pictures. American
English File 4 Second Edition integrates this focus on
individual sounds with a regular focus on words and sentence
stress. Pronunciation is also integrated into Grammar and
Vocabulary activities, offering more practice for students
and often preparing students for a speaking activity.

Introduction

American English File is an integrated skills series that gets
students talking – in class and everywhere.
Our aim with American English File Second Edition has
been to make every lesson better and more student-friendly
and teacher-friendly. We’ve created a blend of completely
new lessons, updated texts and activities, and refreshed and
fine-tuned some favorite lessons from New English File.
In addition to Student Book Lessons A and B, there is
a range of material that can be used according to your
students’ needs and the time and resources you have
available.
– Colloquial English video and exercises (also
available on the audio CD, class DVD for home-
st udy)
– Review & Check pages, with reading and listening
(also available on the audio CD for home-study)
– Photocopiable Grammar, Vocabulary,
Communicative, and Song activities (in the
Te a c h e r ’s B o o k).

STUDY LINK Online Practice, Workbook, iChecker, and
the Pronunciation app provide multimedia review, support,
and practice for students outside of class.
The Teacher’s Book also suggests different ways of exploiting
many of the Student Book activities depending on the level
of your class.

What do Upper-intermediate
students need?
Upper-intermediate students justly feel that they are now
high-level learners of English, and are ready to advance to
become very proficient users of the language. To achieve
this, they need motivating materials and challenging tasks.
They need to set clear course goals from day one in terms
of language knowledge, fluency, and accuracy in speaking.
Finally, they need classes to be as fun and dynamic as they
were at lower levels: there is no reason why higher-level
teaching should become dry and over-serious. Students
still want to enjoy their English classes – roleplays,
language games, challenges, quizzes, and songs are still
as valuable pedagogically as they were, and can often be
exploited even better at this level.

Grammar, Vocabulary, and Pronunciation
At any level, the basic tools students need to speak
English with confidence are Grammar, Vocabulary, and
Pronunciation (G, V, P). In American English File Second
Edition, all three elements are given equal importance.
Each lesson has clearly stated grammar, vocabulary, and
pronunciation goals. This keeps lessons focused and gives
students concrete learning objectives and a sense of progress.

Student Book Files 1-
The Student Book has ten Files, or units. Each File is
organized as follows:

A and B lessons
Each File contains two two-page lessons that present
and practice Grammar , Vo c a b u l a r y , and Pronunciation
with a balance of reading and listening activities and lots
of opportunities for speaking. These lessons have clear
references to the Grammar Bank, Vocabulary Bank, and
Sound Bank at the back of the book.

Colloquial English
Every two Files (starting from File 1) there is a two-page
lesson where students develop their ability to listen to
authentic English and look at functional language in
use. Integrated into every Colloquial English lesson is an
interview with an expert in his / her field, and On the street
interviews, which can be found in the American English
File 4 DVD and on iTools.

Review & Check
Every two Files (starting from File 2) there is a two-
page section reviewing Grammar , Vo c a b u l a r y , and
Pronunciation of each File and providing Reading ,
Listening , and Speaking Can you…? challenges to
show students what they can achieve. There are also
videos in Review & Check: short documentary films
that extend the Student Book topics and that are
filmed specially for American English File.
The audio versions of the Review and Check short movies, and the
Irregular verbs list, are available as MP3s on CD 1 of the class audio CDs.
To access these tracks, play CD 1 in your computer.

The back of the Student Book
The lessons contain references to these sections:
Communication, Writing, Listening, Grammar Bank,
Vocabulary Bank, and Sound Bank.

Workbook
For practice after class

All of the Grammar, Vocabulary,
Pronunciation, and Colloquial English
Extra reading
A listening exercise for every lesson
Pronunciation exercises with audio
Useful words and phrases
Audio for Pronunciation and Listening exercises
(on iChecker )
Available with or without an answer key

iChecker CD-ROM

Each workbook is packaged with an iChecker CD-Rom for
students to check their progress and receive immediate
feedback.
– A Progress Check with 30 multiple-choice questions for
each File
– A Dictation exercise for each File
– All of the audio from the Workbook lessons

Online Practice

There is an access card on the inside back cover of each
Student Book. Students register for engaging LMS-powered
practice with immediate feedback.

A flexible and extensive program of extra skills practice
to support students

Pronunciation app

Students can purchase an engaging app through the iTunes
or Google Android online stores for tablet- or phone-based
practice. Students can learn and practice the sounds of
English:
– Individual sounds
– Sounds in useful phrases
– Speak and record

STUDY LINK

iChecker

Christina Latham-KoenigClive Oxenden

SECOND EDITION
American
ENGLISH FILE

Workbook
Self-assessment CD-ROM

iTools – bring your

classroom to life

The Student Book,
Work bo ok , a nd
Teacher’s Book
(photocopiables only)
onscreen
All class audio (including
songs) and video, with
interactive audioscripts
Answer keys for Student
B o ok , Work bo ok , a nd
Teacher’s Book
Resources including
Grammar Bank
PowerPoints, maps, and
CEFR Mapping Guide

Testing Program
CD-ROM
– A Quick Test for every File
– A File test for every File
covering G, V, P, Reading
and Listening, and
Speaking and Writing
– An Entry Test, two
Progress Tests, and an
End-of-course Test
– A and B versions of all
the main tests
– Audio for all the
Listening tests

Class Audio CDs
– All of the listening
materials for the
Student Book

DVD
Colloquial English
– A unique teaching
video that goes with the
Practical English lessons
in the Student Book
On the street
– Short real-world
interviews to
accompany the
Colloquial English
lessons
Short movie
– Short documentary
movies for students to
watch for pleasure after
the Review & Check
section

For teachers

Teacher’s Book

Detailed lesson plans for all the lessons, including:

an optional “books closed” lead-in for every lesson
Extra idea suggestions for optional extra activities
Extra challenge suggestions for ways of exploiting the Student Book
material in a more challenging way if you have a stronger class
Extra support suggestions for adapting activities to make them work with
students who need extra support

Extra activities are in red type so you can see at a glance what is core material
and what is extra when you are planning and teaching your classes.

All lesson plans include keys and complete audioscripts.

Seventy pages of photocopiable activities are in the Teacher’s Book.

SECOND EDITION

American
ENGLISH FILE

Teacher’s
Book

Christina Latham-KoenigClive Oxenden
with Anna LowyBeatriz Martín García

TTeeststiinngg PPrrooggrraamm
CD-ROM

186 American English File 2nd edition Teacher’s Book 4 Photocopiable © Oxford University Press 2014

COMMUNICATIVEStudent A Instructions Tell me about it
a Read the instructions and write your answers in the correct place the snake’s head, write your first name number 2, write the name of a cafe or restaurant you often go to number 3, write the name of the last movie you really enjoyed.
In number 4, write the place you went to on your last vacation number 5, write the name of an app you use a lot number 6, write the number of years you’ve been living in this town number 7, write your favorite day of the week.
In number 8, write a date that is important for you number 9, write the name of the person in your family you get along with best number 10, write two things you like doing in your free time.
b Exchange charts with in his / her snake. Ask for more information. B. Ask B to explain the information
c Explain your answers to B.

Why did you write “4”?Because I’ve been learning English for 4 years.
Where did you study before?

910

6 5

1 2 3 4

Student A Chart FOLD

American English File 2nd edition Teacher’s Book 4 Photocopiable © Oxford University Press 2014 217

4AStudent A VOCABULARY The weather
a b Look at your crossword and make sure you know the meaning of all the words you have. Now ask Write the word in. B to define a word for you. Ask for example, What’s 3 down? What’s 5 across?
c Now B will ask you to define a word.

Student B a Look at your crossword and make sure you know the meaning of all the words you have.
b c Now Now ask Write the word in. A will ask you to define a word. A to define a word for you. Ask for example, What’s 1 down? What’s 8 across?

3 15 2 64
910 87
14 1516121713 11
19 18

3 15 2 64
910 8117
14 1516121713
19 18

DAMP SCORBLBEL
ICY BRIGCHITIZZOWZ
FLOOD TDHRIICZKZLINNGGARDERO
HEATW AVE

CHIL MONSLOONBREEZE
COYL CIGHANGEABLE
OLDROBLIHURR TNIN
UGHTZZARICANCLEAG
American English File 2nd edition Teacher’s Book 4 Photocopiable © Oxford University Press 2014 159 DER

5A a Complete the sentences with the correct form of the verbs in parentheses, u GRAMMAR unreal conditionals sing second or third
conditionals They met in Paris at a conference. If they hadn’t gone to the conference in Paris, they
2 The curry is a little tasteless. I should have put wouldn’t have met more spices in it.. ( not go / not meet )
3 I’m not very happy in my current job. Maybe I If I should quit and look for another. better. ( more spices in the curry, it put / taste )
4 We got wet because you wouldn’t take the bus. You If I happier. ( find / another job, I might be )
wanted to walk ( not get / take wet if we ) the bus.
5 Don’t swim in that river; there might be crocodiles I because there might be crocodiles. ( you, I in that river be / not swim )
6 Laura fell in love with Tom. She left Liam. Laura with Tom. ( not leave Liam if she / not fall ) in love
7 He used the stolen credit card at a hotel, so the police found him he the police the stolen credit card at a hotel, him. ( not use / not find )
8 They don’t have enough money to buy a new car. They afford one. ( buy / a new car if they can )
9 We didn’t go on t line was too long on the Ferris wheel, if the line he Ferris wheel because the
10 My husband and I both work, so we can pay all the bills we so long. ( , we go / not be ) to pay all the
11 I didn’t know you wanted to go to the concert. I bills. (didn’t buy you a ticket. not work / not be able )
12 Nicola is overweight because she doesn’t get I wanted to go to the concert. (any exercise. you a ticket if I buy / know that you )
Nicola some exercise. ( so overweight if she be / get )
b activation Cover the sentences. Look at the pictures and try to remember the sentences.

1
3
5
7
9
11

2
4
6
8
10
12

American English File 2nd edition Teacher’s Book 4 Photocopiable © Oxford University Press 2014 231

3a Song The Airplane Song

glohit the road = gotta = have got to / have tosort myself out = to solve my problemsSSary( informal ) start a trip
Song factSThis song appears on the 2007 album Girls This three-piece English band met while they were and it spent 60 weeks in the UK charts in 2008. Scouting for
boy scouts and still in high school.

the airplane SongShe’s a She’s as 1 strawberry 2 milkshake ( as a peach ( a type of fruitan adjective ))
But she’s ice coldShe never told me she was leaving She left on a I went out for the day 3 ( a day of the week )
And she left for the She never told me she was leaving Chorus 4 ( a period of time )
So get yourself on my aeroplane, ’cos it’s been far too long since you went away (x 2)She’s so She left last 56 ( an adjective ( a month ))
She’s a She hit the road, but the road hit backNobody told me you’re an And that’s the reason I miss you so 7 creation ( 8 an adjective ( a place ))
I will wait for a I’ve been Nobody reaches her island 109 the days since you left one-way ( ( a period of time ) a verb )
So give me a I want you to knowI won’t love you and leave you Chorus 11 ( a noun meaning opportunity )
And then let you goI need to sort Can somebody And nobody knows the way (x 3) 1213 out ( me the way? ( a reflexive pronouna verb ))
And nobody knows there’s a wayNobody knowsYou gotta give me a chance
And say you’ll I won’t love you and leave youAnd then You’re always hard on yourself 1514 ( a verb phrase ( an idiom ))
But nobody knows there’s a wayAnd nobody knows the way (x 3)And nobody knows there’s a wayNobody knows the right way
And get yourself on the aeroplane, ’cos it’s been far too long Get yourself on the aeroplane, ’cos it’s been far too long since Chorus since you went away
you went away (x 6)

a Listen to the song and write the missing words. Use the clues in parentheses to help you.
b Read the lyrics with the glossary and answer the questions. 1 What’s the relationship between the singer and the woman?
2 3 4 What’s happened? How does he feel about her?What would he like her to do?
5 What promises does he make to her?

Grammar

see pages 150 –

An activity for every
Grammar Bank that can
be used in class or for
self-study extra practice
An Activation section
to help students use the
new language in class

Communicative
see pages 179 –
– Extra speaking practice
for every A and B lesson
– “No cut” alternatives to
reduce preparation time

Vocabulary
see pages 210 –
– Extra practice of new
vocabulary in every
Vocabulary Bank

Songs
see pages 226 –
– A song for every File
– Provides the lyrics of the
song, with tasks to do
before, during, or after
listening

question formation
rule 1: basic word order in questions

Sts at this level should be familiar with basic rules
regarding question formation, though they may still
be making mistakes, especially when they speak.

rule 2: word order in negative questions

The word order is the same as in affirmative
questions, i., just add n’t to the auxiliary verb, e.,
Are n’t you going to come? Why did n’t you tell me?
You may want to point out when full forms are
used you have to put the not between the subject
and verb, e., Are you not going to come? Why did
you not tell me?
You should point out to Sts that it is much more
common to use the contracted negative, especially
in spoken English.
indirect questions
You may want to highlight that in this kind of
question the second question “disappears.”

Other expressions followed by the word order
of indirect questions

Highlight that we only use a question mark when
the introductory phrase is a question, e., Could
you tell me…? Do you have any idea…? Where the
introductory phrase is not a question, e., I’m not
sure… I wonder… , then the sentence ends with a
period.

Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full questions.

a
1 Should I tell her how I feel?
2 How long have you known your best friend?
3 Could you tell me when the next train leaves?
4 Who does the housework in your family?
5 What are you thinking about?
6 What don’t you like doing on the weekend?
7 What kind of music does Jane like listening to?
8 Do you know what time the movie ends?
9 How many students came to class yesterday?
10 Do you remember where the restaurant is?
b
1 do you usually do 6 does your sister do
2 wrote 7 ate
3 this book costs 8 the swimming pool opens
4 I parked 9 Didn’t / Doesn’t your sister like
5 Did you enjoy 10 Do you have to

Tell Sts to go back to the main lesson 1A.

Extra support

If you think Sts need more practice, you may want to
give them the Grammar photocopiable activity at this
point or leave it for later as consolidation or review.

e Focus on the task and put Sts in pairs. Give Sts time to
choose their six questions.
Extra support
– Demonstrate the activity by getting Sts to choose
questions to ask you. Give reasonably full answers
and encourage Sts to ask follow-up questions.
Get Sts to ask and answer their questions. Encourage
“questioners” to ask for more information where
possible.
Get feedback by asking Sts for any interesting / funny
answers and help with any vocabulary problems that
come up.

2 GRAMMAR question formation

a Focus on the task and go through questions 1 and 2.
Make sure Sts remember what, for example, an
auxiliary verb is ( do , have , etc .).
Get Sts to do the task in pairs or do it as an open-class
a c t iv it y.
Check answers.

1 a subject question where there is no auxiliary verb: D
a question that ends with a preposition: G
a question that uses a negative auxiliary verb: B
2 The question becomes What do you think you would
change? It becomes an indirect question and there is no
inversion of you and would (the subject and auxiliary).

b 12 13 Tell Sts to go to Grammar Bank 1A
on page 132. Focus on the example sentences and play
the audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practice
getting the rhythm right. Then go through the rules
with the class.

Additional grammar notes

The Additional grammar notes in this Teacher’s
Book aim to add more information to the notes and
rules on the Grammar Bank pages in the Student
Book. There is a direct link between the number
of each rule in the Teacher’s Book and the Student
Book. If there is no extra information about a rule
in the Teacher’s Book, this is either because we
assume that Sts at this level should already know
it or because all the information needed is on the
Student Book page.

Get Sts to compare with a partner and then play the
audio again as necessary.
Check answers.
See expressions in bold in audioscript 1.

16
W = woman, M = man
1
W Do you have a big family?
M Yes actually, I’m one of seven. I have five sisters and a
brother.
W Wow! That’s a huge family.
2
M What don’t you like about the place where you live?
W Well, for one thing, I don’t like my neighbors very much.
M Why not? What’s wrong with them?
3
W What sports or games are you good at?
M Well, I’m not really very athletic, but I’m very good at chess.
W Me too! We could play a game one day.
4
W Do you think you have a healthy diet?
M Yes, very. In fact, I’m a vegan, so I only eat fruit and
vegetables, and grains, and no meat or fish.
W How interesting! How long have you been a vegan?
5
M What makes you feel happy?
W Lots of things. Uh.. buying new shoes.
M Oh , really? I can’t think of anything worse!

d 17 Tell Sts that this time they are just going to hear
the responses and they must repeat them. Encourage
them to use a wide voice range and to get the right
rhythm.
Play the audio, pausing after each response for Sts to
listen and repeat.

17
1 Wow! That’s a huge family.
2 Why not? What’s wrong with them?
3 Me too! We could play a game one day.
4 How interesting! How long have you been a vegan?
5 Oh, really? I can’t think of anything worse!

Now repeat the activity, eliciting responses from
individual Sts.
e Put Sts in pairs and get them to ask and answer
the questions in a. Encourage them to use friendly
intonation and to react to their partner’s answers.
Have some of the pairs practice in front of the class.

4 READING & VOCABULARY
a Focus on the photo and ask the class the questions.
b Give Sts time to read the article to find the answer to
the question. You may want to point out the Glossary
before Sts start reading.
Check the answer and elicit Sts’ own answers.
Extra support
– Before Sts read the article, check it for words and
phrases that your Sts might not know and be ready to
help with these.

3 PRONUNCIATION
friendly intonation, showing interest

Pronunciation notes

Non-native speakers can unintentionally sound
unfriendly or uninterested if they use very flat
intonation. The first two exercises focus on
encouraging Sts to use a wide voice range when
asking questions and on stressing the right words.
These exercises do not focus specifically on
distinguishing between the different intonation
patterns for yes / no questions and question-word
questions ( yes / no questions usually have a rising
intonation and question-word questions a falling
intonation). In practice, we think it is very hard
for Sts to notice this distinction. However, when
they are asked to copy the rhythm and intonation
of a question, they can usually produce the
correct pattern.
In exercises c , d , and e , Sts focus on using friendly
intonation to respond to what someone says. This
is another context in which using flat intonation
(e., when responding Really? ) can unintentionally
convey a lack of interest.

a 14 Focus on the task. Tell Sts they are going to
hear someone asking each question twice – once with
friendly intonation and once without – and they must
decide which one has the friendlier intonation.
Play the audio once all the way through for Sts just to
listen.
Now play the audio again, pausing after each question
if necessary, to give Sts time. If necessary, play again.
Check answers.

1 a 2 a 3 b 4 b 5 a

14
See questions in Student Book on page 5

b 15 Tell Sts they will hear the five questions again
with friendly intonation. They must listen and then
repeat the question, copying the intonation.
Play the audio, pausing after each question for Sts to
listen and repeat.

15
See questions in a in Student Book on page 5

Now repeat the activity, getting individual Sts to repeat
each question.
c 16 Focus on the Reacting to what someone says
box and go through it with the class.
Tell Sts they are going to hear five conversations, each
starting with the questions in a , and they must fill in
the five blanks for the reactions.
Play the audio once all the way through for Sts just to
listen.
Then play the audio again, pausing after each
conversation for Sts to complete the expressions and
questions.

6 SPEAKING
a Put Sts in pairs, A and B , preferably face to face. Tell
them to go to Communication Extreme interviews ,
A on page 104 , B on page 108.
Go through the instructions and make sure Sts
know what they have to do. Make sure, too, that Sts
understand the questions they’re going to ask. You
may need to explain, e., aspect and deserted in A ’s
questions, and lead role and financial limitations in
B ’s quest ion s.
Tell the A s to start by asking his / her partner the eight
interview questions.
Monitor and help Sts, correcting any errors with
question formation.
When they have finished, the A s should tell their
partner if they got the job and why, or why not if they
didn’t succeed.
Then they switch roles.
Get feedback to find out if there were any particularly
interesting answers. Have Sts raise their hands to find
out how many got the jobs.
Extra support
– You could write any new and useful words and
phrases from Communication on the board for
Sts to copy.
Tell Sts to go back to the main lesson 1A.
b Focus on the task. You may want to elicit a few possible
questions from the class so that Sts know what they
have to do.
Monitor and correct any mistakes in question
formation.
Extra support
– Get Sts to write their questions in pairs. Then divide
the class in half (with one student from each pair in
each group) for the activity.
c If possible, get Sts to stand up and move around the
class asking as many other Sts as possible their three
questions.
Help with any vocabulary questions that come up.
d Do this as an open-class question and elicit opinions.

4 I was being interviewed for a job and the interviewer asked
me, “What animal would you like to be reincarnated as?” So
I said a cat because it was the first thing I thought of and
because cats have a good life – well at least in the US they
do. And then the interviewer immediately looked a little
embarrassed and said that he had been told to ask me that
question to see how I would react, but that he thought it
was a stupid question. In the end I didn’t get the job, so
maybe the interviewer wasn’t very fond of cats…
5 I went for a job interview at a lawyer’s office. There were
two of us waiting to be interviewed – me and a man
about the same age as me – and he was nice, so we were
chatting before we went in, and we agreed to have a
coffee afterwards. Well, I went in first, and they asked me
the usual kinds of questions about my previous job. They
had all my personal information on my résumé and so they
knew I was married and suddenly they asked me, “Are you
planning to have children?” I said, “Not in the immediate
future, but maybe one day.” Afterward, when I was having
coffee with the other candidate, I asked him if he’d been
asked the same question, and he said no, even though he
was married, too. In fact, we both got offered jobs, but I
still think it was a very sexist question to ask.

c Now tell Sts they will hear the audio again and this
time they must take notes on how the people answered
the questions and what happened in the end.
Play the audio, pausing after each speaker to give Sts
time to write. Play again as necessary.
You could get Sts to compare with a partner before
checking answers.
Extra support
– Check the answers to the first question ( How did they
answer? ), then play the audio again and check the
answers to the final question.

1 He answered “I still think a lot.”
He got the job.
2 She answered “I’d only kick it if the dog had bad
grammar and couldn’t punctuate properly.”
She got the job.
3 We don’t know.
He was offered the job, but didn’t accept it.
4 He answered “a cat.”
He didn’t get the job.
5 She answered “Not in the immediate future, but maybe
one day.”
She got the job.

Extra support

If there’s time, you could play the audio again while
Sts read the audioscript on page 120 , so they can see
what they understood / didn’t understand. Translate /
explain any new words or phrases.
d Do this as an open-class question and elicit opinions.

You could ask Sts to raise their hands to find out what
proportion of the class believes in the paranormal and
what proportion is skeptical (i., find it difficult to
believe).
b Put Sts in pairs, A and B , preferably face to face. Tell
them to go to Communication Hard to believe? ,
A on page 104 , B on page 109.
Focus on a and tell Sts as they read they must guess the
meaning of the highlighted words and fill in the blanks
in their Glossary. Set a time limit.
Extra support

Before the A s tell their partner about their story,
quickly elicit the words from their Glossary.

Noises in the Night:
1 curtains 3 dragging 5 row
2 estate agent 4 carried on

Tell the A s to cover their stories and to use the questions
to help them retell the story to their partner. They can
also look at the Glossary for help if they want to.
Extra support

Before Sts switch roles, quickly elicit the words from
the Glossary for The Strange Object on the Hill.
The Strange Object on the Hill:
1 dome 3 hallucinating 5 binoculars
2 gliding 4 vividly 6 breeze

Now tell the B s to retell their story. The A s must listen
and ask questions to find out as much information as
possible.
When they have finished, find out what Sts think of
both stories. What do they think the noises and the
strange object were?

Extra idea

As you elicit the words for the glossaries, write them
on the board. When Sts have finished retelling their
stories, make sure they all copy the words for the
story they didn’t read and learn the meaning and
pronunciation. If there’s time, Sts could read the
other story now.
Extra support
You could write any new and useful words and
phrases from the stories and Communication
on the board for Sts to copy.
Tell Sts to go back to the main lesson 1B.
c Tell Sts they are going to read the beginning of another
true story about the paranormal. Focus on the title and
ask Sts what you call a person who “reads” coffee cups
to elicit clairvoyants /k lɛrˈvɔɪəns / and fortune-tellers
/ˈfɔrtʃən ˈtɛlərs/. Model and drill their pronunciation.
When Sts have finished reading the story, ask them the
questions as an open-class activity.

Lesson plan

In this lesson, Sts review the use of auxiliary (and modal)
verbs in tag question and So do I / Neither do I , and learn
to use them for emphasis ( I do like coffee! ) and in reply
questions ( A I enjoyed the movie. B Did you? ).

The first half of the lesson starts with a jigsaw reading
based on true stories about the paranormal. Sts then listen
to a third story involving fortune-telling in Turkey. Then
in Speaking, they exchange stories about the paranormal.
After the grammar focus on auxiliary verbs, Sts work on
intonation and sentence rhythm in questions and sentences
using auxiliaries. Finally, the first half of the lesson ends
with the song, Unbelievable.

In the second half of the lesson, Sts listen to a graphologist
and find out how to interpret personality from signatures.
They then learn, in Mini Grammar, how to use the
structure the … the … + comparatives, e., the sooner the
better. This is followed by Vocabulary, where Sts expand
their vocabulary of compound adjectives to describe
personality, and use modifiers and compound adjectives to
talk about people they know.

STUDY LINK
– Workbook 1B
**- Online Practice

iChecker**

Extra photocopiable activities

Grammar auxiliary verbs page 152
Mini Grammar the….. + comparatives page 173
Communicative The island page 189 (instructions page 179 )
Song Unbelievable page 229 (instructions page 226 )

Optional lead-in – the quote

Write the quote at the top of page 8 on the board (books
closed) and the name of the person who said it, or get Sts
to open their books and read it.
Get Sts to say what they think the quote means and
whether they agree with Chase’s view about people
believing in the paranormal.

1 READING & LISTENING

a Focus on the title, Do you believe in it? , and ask Sts what
they think it is to elicit the word paranormal. Explain /
elicit its meaning.
Now tell Sts they are going to read two true stories
involving paranormal happenings. Focus on the
beginnings of the stories and give Sts time to read them.
Elicit ideas to the question.

G auxiliary verbs; the … the … + comparatives
V compound adjectives, modifiers
P intonation and sentence rhythm

1B

Do you believe in it?

rule 5: using auxiliaries to show emphasis

This will probably be new for many Sts who
may find it strange to see an auxiliary verb used
in a positive sentence. This use of auxiliaries
is common when we contradict or deny what
someone has said or when we want to give extra
emphasis, e.,
A Are you a vegetarian? B No, I do eat meat, but I
prefer fish.
A You can’t swim, can you? B I can swim, but not
very well.
Highlight that Sts must stress the auxiliary verb in
these sentences.
rule 6: tag questions
These probably won’t be new to most Sts, but
they are not easy to use with fluency because they
require quick manipulation of auxiliaries. In many
languages, this kind of question is covered by the
simpler “ …, no? .” You may want to demonstrate the
two different types and their intonation to Sts_._

Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences.
You could get two strong Sts to read the conversation
in b.

a
1 hasn’t 6 Is
2 isn’t 7 didn’t
3 did 8 is
4 would 9 won’t
5 does 10 doesn’t
b
2 isn’t 7 do
3 don’t 8 didn’t
4 have 9 did
5 don’t 10 am
6 do

Tell Sts to go back to the main lesson 1B.

Extra support

If you think Sts need more practice, you may want to
give them the Grammar photocopiable activity at this
point or leave it for later as consolidation or review.

4 PRONUNCIATION
intonation and sentence rhythm

Pronunciation notes

Reply questions: The auxiliary is stressed and
the intonation rises as in an affirmative question,
e., A I’m a vegetarian. B Are you?
The important thing is to encourage Sts to use a
friendly, interested intonation.
To say that someone / something is different, both
the subject and the auxiliary are stressed, e.,
A I’ve never been to a fortune-teller. B I have.
So ( do ) I / Neither ( do ) I : In these responses the
auxiliary is usually unstressed with the strong
stress falling on the other two words, e.,
A I believe in ghosts. B So do I.

3 GRAMMAR auxiliary verbs

a Focus on the task and give Sts time to fill in the blanks
with the correct auxiliary verbs. 1, 2, and 4 should be
review, but Sts may not be familiar with the emphatic
use of the auxiliary in number 3.
Get them to compare with a partner.
b 112 Now play the audio for Sts to listen and check.
Check answers.

1 did 2 do 3 did 4 have 5 have

112
1 A I heard a noise in the middle of the night.
B You did? What kind of noise?
2 A You don’t believe in ghosts, do you?
B No, I don’t.
3 A I don’t believe you really saw a UFO.
B I did see one! It couldn’t have been anything else.
4 A I’ve never been to a fortune-teller.
B Neither have I.
C I have. It was really interesting!

Now put Sts in pairs and get them to match auxiliaries
1–5 in a with A–E.
Check answers.

A 3 B 5 C 2 D 1 E 4

c 113 Tell Sts to go to Grammar Bank 1B on
page 133. Focus on the example sentences and play
the audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practice
getting the rhythm right. Then go through the rules
with the class.

Additional grammar notes
auxiliary verbs

Auxiliary verbs ( are , is , do , did , will , etc.) and modal
verbs ( can , must , etc.) have a variety of uses in
English and a good command of these will help
Sts become more proficient speakers. Sts will
be familiar with the basic uses, e., in question
formation and short answers.
rule 2: to say that someone / something is the
same
Highlight that neither can be pronounced /ˈniðər/
or /ˈnaɪðər/.

rule 3: to say that someone / something is
different

Highlight that in these kind of responses you must
stress the pronoun as well as the auxiliary, e.,
A I loved the movie. B Really? I didn’t.
rule 4: reply questions
Highlight that these have a rising intonation (the
voice goes up).

e 115 Focus on the task. Play the audio once all the
way through.
Get Sts to compare with a partner and then check
answers.

See underlining in audioscript 1.

115
A You don’t like horror movies, do you?
B I do like them. It’s just that sometimes they’re too scary!

f Give Sts a few minutes, in pairs, to practice the
dialogue in e , switching roles when they get to the end.
Monitor and help them with their intonation.
Get some pairs to practice in front of the class.
Extra support
– Play the audio again, pausing after each sentence,
and get Sts to listen and repeat, copying the rhythm
and intonation. Then repeat the activity, eliciting
responses from individual Sts. Finally, put Sts in
pairs and get them to practice the dialogue.
g Put Sts in pairs, A and B , preferably face to face. Tell
them to go to Communication You’re psychic, aren’t
you? , A on page 105 , B on page 109.
Focus on the title and the instructions for a. Elicit /
explain that the word psychic is both an adjective and a
noun. Elicit / explain its meaning, and then model and
drill its pronunciation /ˈsaɪkɪk/.
Go through the instructions and make sure Sts know
what they have to do. Elicit that when they check
their guesses they should be using rising intonation
on the tag questions unless they are 100% sure of the
information.
Get feedback to find out who was the best psychic in
each pair.
Tell Sts to go back to the main lesson 1B.

5 116 SONG Unbelievable
This song was originally made famous by the British
band EMF in 1990. For copyright reasons, this is a
cover version. If you want to do this song in class, use
the photocopiable activity on page 229.

116
Unbelievable
Oh!
What the…?
What the.. that?
You burden me with your questions
You’d have me tell no lies
You’re always asking what it’s all about
Don’t listen to my replies
You say to me I don’t talk enough
But when I do I’m a fool
These times I’ve spent, I’ve realized
I’m gonna shoot through
And leave you
Chorus
The things you say
Your purple prose just gives you away
The things you say
You’re unbelievable

Tag questions: Here equal stress falls on both the
auxiliary and the subject. The intonation native
speakers give to a tag question depends on whether
we are asking a real question or not. If we genuinely
don’t know the answer, we tend to use the rising
intonation of a question, e., You haven’t seen my
car keys, have you? (= I don’t know if you have seen
my car keys). However, if we are not asking a real
question, but are just making conversation or
asking for confirmation of something we already
know to be true, our intonation falls and the tag
question sounds like a statement, not a question,
e., It’s a beautiful day, isn’t it? (= I know you will
agree with me).
Using auxiliaries to show emphasis: In these
sentences the auxiliary is stressed strongly.
As there are several issues of stress, rhythm, and
intonation with auxiliary verbs, the pronunciation
practice has been broken into two parts. In a – d , Sts
practice reply questions and So / Neither do I. They
then (in e – g ) practice tag questions and auxiliaries
for emphasis.

a 114 Focus on the task and the two dialogues.
Play the audio once all the way through for Sts to listen.

114
See dialogues in Student Book on page 9

b Give Sts a few minutes, in pairs, to practice the
dialogues, switching roles when they get to the end.
Monitor and help them with their rhythm and
intonation.
You could get some pairs to practice in front of the class.

Extra support

Play the audio again, pausing after each line, and
get Sts to listen and repeat, copying the rhythm and
intonation.
c Focus on the task and give Sts time to complete the
eight sentences about themselves. Make sure Sts
understand what a verb phrase is in sentence 2.
d Focus on the task, making sure Sts are clear that they
should first respond with a reply question and then say
if they are the same ( Neither am I. ) or different ( I am. ).
Demonstrate the activity first by completing the first
two sentences for yourself and getting Sts to respond.
Then put them in pairs, A and B , and get them to
respond to each other.
Extra support
If you think your Sts are going to find the responses
difficult, elicit what the alternatives are for the
sentences and write them on the board, e.,
Aren’t you? Neither am I. / I am.
Are you? So am I. / I’m not.
Do you? So do I. / I don’t.
Don’t you? Neither do I. / I do.
Haven’t you? Neither have I. / I have.
Would you? Neither would I. / I would.
Were you? So was I. / I wasn’t.
Didn’t you? Neither did I. / I did.

490 8- American English File. 2ed. Lev.4 Teacher’s Book – American ENGLISH FILE Teacher’s Book 1 – Studocu

American

ENGLISH FILE

Teacher’s Book

1

4

Syllabus checklist

Introduction

STUDY LINK

1B

Do you believe in it?