American english file 2e 3 teachers book – American ENGLISH FILE Teacher’s Book 1 Paul Seligson and – Studocu

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

3

1

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acknowledgements
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The authors and publisher are grateful to those who have given permission to reproduce
the following extracts and adaptations of copyright material:
p “Our House” Words and Music by Christopher Foreman and Cathal
Smyth © 1982, Reproduced by permission of EMI Music Publishing Ltd,
London W8 5SW. p “I’m Gonna be (500 Miles)”. Words and Music by
Charles Stobo Reid and Craig Morris Reid. Zoo Music Ltd. (PRS). All rights
administered by Warner/Chappell Music Ltd. p “You Can’t Hurry Love”
Words and Music by Brian Holland, Lamont Herbert Dozier and Edward
Holland Jr © 1965, Reproduced by permission of EMI Music Publishing Ltd,
London W8 5SW. p “We Are The Champions” Words and Music by Freddie
Mercury © 1977, Reproduced by permission of EMI Music Publishing Ltd/
Queen Music Ltd, London W8 5SW. p “Ain’t got no – I got life” (from
the musical Hair) Words and music by Gerome Ragni, Galt MacDermot
and James Rado © 1968 EMI Catalogue Partnership, EMI U Catalog Inc,
EMI United Partnership Ltd, USA. Reproduced by permission of EMI Music
Publishing Ltd, London W8 5SW. p “If I Could Build My Whole World
Around You” Words and Music by Vernon Bullock, Johnny William Bristol
and Harvey Fuqua © 1967, Reproduced by permission of Jobete Music Co Inc/
EMI Music, London W8 5SW. p “Piano Man” Words and Music by Billy Joel
© 1973, Reproduced by permission of EMI Music Publishing Ltd, London W
5SW.p “Karma” Words and Music by Alicia Auguello-Cook, Kerry Brothers
Jr and Taneisha Smith © 2003, Reproduced by permission of EMI Music
Publishing Ltd, London W8 5SW. p “The Greatest Love Of All” Words and
Music by Michael Masser and Linda Creed © 1977, Reproduced by permission
of EMI Music Publishing Ltd, London W8 5SW.
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Sarah Kelly p; Adam Larkum/Illustration pp, 148, 159; Tim Marrs
pp, 225; Jerome Mireault/Colagene pp, 149, 174, 179, 204; Roger Penwill
Cartoons pp, 147, 151 (exercise ‘a’), 177; Dave Smith pp, 163, 176, 180;
Lucy Truman/Meiklejohn Illustration pp, 200, 211; Kath Walker p.
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Gene Blevins/LA Daily News/Corbis; pg. 223 Echoes/Redferns/Getty Images;
pg. 226 Ethan Miller/Reuters/Corbis.

4

Syllabus checklist

Grammar Vocabulary
1
4 A Mood food simple present and continuous,
action and nonaction verbs
food and cooking
8 B Family life future forms: present continuous,
going to, will / won’t
G each other
family, adjectives of personality
12 PRACTICAL ENGLISH Episode 1 Meeting the parents
2
14 A Spend or save? present perfect and simple past money
18 B Changing lives present perfect + for / since,
present perfect continuous
strong adjectives: exhausted,
amazed, etc.
22 RevIeW AND CHECK 1&2 On the street; Short movies Goodwill Industries
3
24 A Race across Miami comparatives and superlatives transportation
28 B Stereotypes – or are they? articles: a / an, the, no article collocation: verbs / adjectives +
prepositions
32 PRACTICAL ENGLISH Episode 2 A difficult celebrity
4
34 A Failure and success can, could, be able to
G reflexive pronouns

• ed / -ing adjectives
  38 B Modern manners? modals of obligation: must, have to,
  should
  G should have
  phone language
  42 RevIeW AND CHECK 3&4 On the street; Short movies Citi bikes
  5
  44 A Sports superstitions past tenses: simple, continuous,
  perfect
  sports
  48 B Love at Exit 19 usually and used to relationships
  52 PRACTICAL ENGLISH Episode 3 Old friends

5
Pronunciation Speaking Listening Reading
vowel sounds Food & eating
Restaurants
What do you think?
Food & eating
Steve Anderson interview
Mood food
sentence stress, word
stress, adjective endings
Family
Birth order
Radio program: Birth order
Song: Our House
Younger brother or only child?
the letter o Are you a spender or a saver?
Money and business
Are you a spender or a saver? –
six people answer
Are you a spender or a saver?
From the streets to success!
sentence stress, stress
on strong adjectives
How long have you…? Jane’s trip
Helen’s challenge
TV host’s Amazon challenge
/ʃ/, /dʒ/, and /tʃ/, linking Transportation – do you agree
with the statements?
Top Gear Challenge
Dangerous driving – a safety expert
Song: 500 Miles
Top Gear Challenge – boat, car,
and plane
/ə/, sentence stress, /ðə/
or /ði/?
Who’s the most talkative?
Talk for two minutes about…
Men & women: stereotypes
or true?
Commando Dad – a discussion Men talk just as much as women
Gossip with the girls?
Commando Dad
sentence stress Topics to talk about
Speaking other languages
Tips for learning English
Six advanced learners of English
give tips
He’s only 20, but he can speak
eleven languages
silent consonants, linking You and your phone
questionnaire
Good manners? Bad manners?
Not important?
the difference between Burmese
and American manners
Song: You Can’t Hurry Love
Two sides to every story
/ɔr/ and /ər/ Do you like sports? questionnaire
Telling anecdotes
Soccer referee interview
Song: We Are the Champions
If I bounce the ball five times…
linking, the letter s Friends discussion Radio discussion about Facebook Love at Exit 19

7
Pronunciation Speaking Listening Reading
sentence stress The Movie interview Interview with Dagmara You are standing in the
place where…
diphthongs Social networking profile
pictures
Song: I Got Life
The man in the photograph
What does your profile picture
say about you?
Yes, appearance matters.
the letter u Your education questionnaire
Debating education
Were (are) your parents strict?
Gareth Malone’s Extraordinary
School for Boys
Do you want to practice for five
hours or six?
sentence stress Your dream house Four architecture students
describe their “dream house”
Song: If I Could Build My Whole
World Around You
Tchaikovsky’s house
the letters ai Shopping questionnaire
When did you complain?
Radio consumer program
about bad service
The King of Complainers
word stress Asking and answering
questions about work
Present your product to
the Sharks
Two special products from
Shark Tank
Song: Piano Man
In the Shark Tank
sentence stress The students and the angel
Lucky talk
A question of luck – The Beatles
and Bill Gates
Song: Karma
The ticket inspector
The students and the angel
A question of luck?
ough and augh, linking Do you suffer from information
overload?
The winter of our disconnect Information overload
word stress Icons you admire Great American design icons
Song: Greatest Love of All
Steve Jobs
intonation in tag questions How did Hollywood actress
Natalie Wood die?
The Case for the Defense, part 3
The Case for the Defense,
parts 1 and 2

8
Grammar
Intermediate students need
– to review and extend their knowledge of the main
grammatical structures.
– to practice using different tenses together.
– student-friendly reference material.
American English File 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, at the back of the book, 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.
Vocabulary
Intermediate students need
– systematic expansion of topic-based lexical areas.
– to “build” new words by adding prefixes and suffixes.
– practice in pronouncing new lexis correctly.
– to put new vocabulary into practice.
Every lesson in American English File has a clear lexical
aim. Many lessons are linked to the Vocabulary Banks
which help present and practice high-frequency, topic-based
vocabulary in class, give an audio model of each word, and
provide a clear reference so students can review and test
themselves on their own.
Pronunciation
Intermediate students need
– practice in pronouncing sounds and words clearly.
– to be aware of rules and patterns.
– to be able to use phonetic symbols in their dictionary.
– an awareness of word and sentence stress.
Clear, intelligible pronunciation (not perfection) should
be the goal of students at this level. Students who studied
with American English File 1 and 2 will already be familiar
with American English File’s unique system of sound
pictures, which give clear example words to help identify
and produce sounds. American English File 3 integrates this
focus on individual sounds with a regular focus on word
and sentence stress where students are encouraged to copy
the rhythm of English. 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 Second Edition is an integrated skills
series that gets students talking — in class, and everywhere.
Our goal with this Second Edition has been to make every
lesson better and more student- 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 you can use according to your
students’ needs and the time and resources you have
available:
– Practical English video and exercises (also available on the
audio CD, class DVD for home-study)
– Review and Check pages, with video (also available on
the audio CD and class DVD for home-study)
– Photocopiable Grammar, Vocabulary, Communicative,
and Song activities (in the Teacher’s Book).
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 Intermediate
students need?
The intermediate level is often a milestone for students: at
this point, many students really begin to “take off” in terms
of their ability to communicate. Some students, however,
may see the intermediate level as a “plateau” and feel that
they are no longer making the progress they were before.
Students at this level need fresh challenges to help them
to realize how much they know and to make their passive
knowledge active, together with a steady input of new
language.
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.

10
1 a GRAMMARWork with a partner. Describe the twophotos, and then answer the questions. 1 Which of the two houses would you prefer second conditional
b 2 Who do you live with? Do you get alongRead the article. How many of the peopleto live in? Why?well? Do you argue about anything? What?
would like to leave home?
c Read the article again. Who…? 1 is not happy living at home because of2 thinks his / her parents think of him / her asfamily conflict
3 thinks that the advantage of living at home4 would like to be able to decorate his / herstill being a teenageris not having to do any work
d Look at the article again, and answer thequestions. 1 In the highlighted phrases, what tense is thehome in his / her own taste
2 What tense is the other verb?3 Do the phrases refer to a) a situation theyverb afterare imagining or b) a situation that will if ?
e about the second conditional and practice it happen soon?p Grammar Bank 7B. Learn more
G V P second conditionalhousessentence stress afford it, I’d moveout tomorrow I couldI wouldn’t. I likeliving with myparents.
7B Ideal home
Still living at home? More and more young people in their20s all over the world are living with
their parents because it is too expensivefor them to rent or buy a place of theirown. Are you living at home? Are youhappy with it? Post a comment at
#stilllivingathome
?
68
Comments Vivienne If I had the money, I wouldmove out immediately. All I @Montreal, Canada
want is somewhere that’s myown, where I can do what Iwant, where I can have myown furniture and pictures,where no one can tell me what
to do. If it were my place, I’d behappy to do the cleaning andthings like that. I would takecare of it. But right now it’s justa dream, because I can’t find
a job. Mauro I’m perfectly happy living at @Recife, Brazil
home. If I lived on my own,I’d have to pay rent, do thehousework, and the cooking my mother does mylaundry, she cleans my room,
and of course she cooks, andher food is wonderful. I have anice room. I have my computerwhere I can watch TV… Whywould I want to leave? Even if I
could afford it, I wouldn’t moveout. Not until I get married… Andrea @Melbourne, Australia
It isn’t that my parents aren’tgood to me – they are. If theyweren’t, I wouldn’t live withthem. But I just don’t feelindependent. I’m 29, but I
sometimes worry that if I comeback late after a night out, I’llfind them still awake waiting upfor me. It’s never happened,but it still makes me want to
move out. Carlos I’d love to move out. I get alongwell with my parents, but I think @San Antonio, Texas
I’d get along with them evenbetter if I didn’t live at home. Mymother drives me crazy – it isn’ther fault, but she does. And I’dreally like to have a dog, but my
mother is allergic to them.
2 a PRONUNCIATION & SPEAKING sentence stress4 18 Listen and repeat the sentences. Copy the rhythm.
1234 If IWouldEvenIf it were lived if I on myyou could affordmy apartment leave home own, I’d have it, I if you, I’d be wouldn’t move outto pay rent got happy a job to.? do the cleaning..
b c 5 Choose three of the sentence beginnings below and complete CommunicationI’d get along better Guess the sentence with my parents if IA didn’t livep B p. at home.
them in a way that is true for you.
d If IWork with a partner. … … … … … .. live anywhere in my town or city, I’d live.. a “dream vacation” in a competition, I’d go.. choose any car I liked, I’d have a.. choose my ideal job, I’d be.. more time, I’d learn.. to go abroad to work, I’d go to… A say your first sentence. Try to get the
right rhythm sentence. If I could live anywhere in my city,I’d live downtown. B ask for more information. Then say your Why downtown?
3 VOCABULARY houses
living room sofa kitchenwashing machine bedroomlamp
a b c With a partner, write five words in each column the questions with a partner.p Vocabulary Bank Houses.
What’s the difference between…? 1 2 3 the outskirts and the suburbs 5a village and a towna roof and a ceiling 67 a chimney and a fireplace the basement and the first floor wood and wooden
4 a balcony and a deck 7B 69
Student Book Files 1–
The Student Book has ten Files, or units. Each File is organized like this:
A and B lessons
Each file contains two four-page lessons that present and practice Grammar,
Vocabulary, and Pronunciation with a balance of reading and listening
activities, and a lot of opportunity for speaking. These lessons have clear references
to the Grammar Bank, Vocabulary Bank, and Sound Bank at the backof the book.
Practical English
After every odd-numbered File, there is a two-page lesson that teaches high-
frequency, everyday English (e., language for asking for permission and making
requests) and also social English (useful phrases like How come you’re so late? and
I think I’ll go home if you don’t mind). Integrated into every Practical English lesson
is a motivating drama which can be found on the American English File 3 DVD.
Review & Check
After every even-numbered File, there is a two-page section reviewing Grammar,
Vocabulary, and Pronunciation of each File and providing Reading, Listening,
and Speaking “Can you…?” challenges to show students what they can achieve.
The back of the Student Book
The lessons contain references to these sections: Communication, Writing,
Listening, Grammar Bank, Vocabulary Bank, and Sound Bank.
72
Practical English Boys’ night out EPISODE 4

• When to have it• Where to have it• What time to have it• What foods and drinks to have
  2 a 4 27what to do after dinner. What do Paul and Rob decide to do?What excuse does Jenny give? What does she do in the end?MAKING SUGGESTIONS Watch or listen to Paul, Rob, and Jenny talking about
  b Watch or listen again. Answer with Who suggests…? 1 2 going dancingexercising Paul, Rob, or Jenny.
  3 4 5 6 7 going to a clubgoing to an art gallerystaying at homegoing to a gigmeeting Kerri
  1 ROB AND PAULCATCH UP VIDEO
  a b 4 26What does Paul think of Jenny?Watch or listen again. Mark the sentences T (true) or Watch or listen to Rob and Paul. F (false). Correct the F sentences.
  1 Rob used to play pool when he was younger Rob has a lot of free time Rob had light hair the last time Paul saw him Paul thinks Rob has changed a lot.
  5 Jenny’s parents gave Rob the shirt6 Rob doesn’t want to keep Jenny waiting’s wearing.
  VIDEO
  73
  3 THE MORNING AFTER THENIGHT BEFORE
  a b phone. What’s the problem?Watch or listen again. Complete the sentences with1–3 words 30 Watch or listen to Rob and Jenny talking on the
  1 Rob says that he’s feeling2 Kerri invited Rob and Paul to3 Rob says that he can’t make4 Jenny is upset because it’s an ….
  c 5 Rob promises that6 Rob also says that Paul7 Jenny tells Don that Rob is suchLook at the Social English phrases again. that afternoon.. Can you.
  remember any of the missing words? Social English phrases Jenny Rob Where are youThat’s I’m calling. I’m not going to make it.?
  Rob Rob Jenny Don It won’tHe’sI mean,I wanted to have ameeting. to Boston this afternoon.again that I don’t like Paul, but… with him before the
  d e Watch or listen again and repeat the phrases. How do Jenny4 31 He’sWatch or listen and complete the phrases. a professional.
  you say them in your language? Can you…? use different ways of making suggestions
  respond to suggestions apologize and make an excuse
  c 4 28Can you remember any of the missing words? Watchor listen and check. 1 Paul Look at some extracts from the conversation. What shall we now? VIDEO
  2 Rob PaulJenny What do you want to do?Well… I haven’t been on a dance floor for weeksnow. I’ve got to move my body!I’m going running in the morning. Why go
  Paul you join me?No, thanks. I’m notBut I’ve read about this place called Deep Space,where they play great music. Wethere. keen on running. go
  3 4 Jenny PaulJenny MOMA?MOMA? What’s that?about going to the late show atabout staying in and watching a
  5 PaulPaul Rob movie on TV?I’m in New York. I can watch TV anywhere didn’t think so. So shall wenot? there?
  6 Verb formsRob Paul Wetogether’s a great meet her outside and go!
  Remember to use the base form of the verb after: Shall we… Remember to use the gerund after: What about…? We could… How about…? Why don’t you / we… Let’s…
  d e Look at the highlighted expressions for making andresponding to suggestions. Which of the ways ofmaking suggestions do you think is the most emphatic?4 29 Watch or listen and repeat the highlighted
  f g phrases. Copy the rhythm and intonation the dialogues inresponding small groups, practice making suggestions and c with a partner.
  You are going to have an end-of-semester classparty. You need to decide: • When to have it• Where to have it
• What time to have it• What foods and drinks to have
  82
  b Circle 1 We live in a residential area2 The3 Close the the right word. roof / ceiling gate / in our apartment is very low, so don’t hit your head! door or the dog might run out of the yard. in / on the outskirts of Boston.
  c 4 Our apartment is5 On the shelf above theComplete the sentences with a noun made from thebuilding. in / on chimneythe fifth floor of a large apartment / fireplace there are some photos. bold word.
  1 I don’t like shopping in supermarkets because there is too 2 My roommates and I have anmuchhouse. agree. choose about who does what in the
  3 I’m sure the new company will be a 4 I made a 5 We went on a 6 The government is planning to raise the about the service in the hotel support the unemployed.. succeedcomplainage to 70. demonstrate retire
  10 7 If you want to get a job, you need good 8 My sister has been working as a 9 Some Nations want an translate say that drinking coffee may be good for us what happened yesterday. for the United. qualifyexplain science
  d Complete the missing words. 1 I worked a lot of2 He works the night3 It’s only a t ov job, from March to September last week – two hours extra every day the local factory.
  4 I’d like to5 Lewis loves beingboss and can choose the hours that he works. s up a small business making children’s clothes. s – because it means he is his own
  PRONUNCIATION a Circle the word with a different sound. 1 country study uniform punished
  2 3 4 chkpooindergartenaid se rfcomplooireplacef ai n wressooaledenign schprsaiooivatedl
  b 5 Underline the stressed syllable. 1 se2 un|mes|terbarg ain3 de |li|vea|ryttach 5 a|entrchieveance|ment educate
  |em|ployed 4 a|pply
  GRAMMAR Circle a, b, or c. 1 We’ll miss the train if wea don’t hurry b won’t hurry c didn’t hurry.
  2 If you help me with the dishes,3 I won’t get into college unlessfive minutes we’ll finishscores on my aptitude tests. b we finish c we finishedingood
  4 If we bought a house, we5 I’d be sad if my brother and his wifea I’ll geta can have b I got b could have c I get c will havea dog..
  6 If I had a job, I7 If I won a lot of money,a break upa won’ta I’d buy b wouldn’tb I’ll buyb ’ll break up live with my parents. c I buyc didn’t c broke upa big house.
  8 He said he9 I asked Sally ifa will speaka she is b she was b spoke to his lawyer tomorrow. coming to the party was shec would speak
  1011 The little girla told The police officer asked me wherea did I live b said us b I was live c told usthat she was lost. c I lived.
  1213 Tom’s really good ata solve a Buying clothes online saves a lot of time. b solvingb To buy c to solve c Buyproblems.
  1415 I wouldn’ta get It’s really importanta keep b gettingb to keep that car if I were you. c to get c keepingthe receipt.
  VOCABULARY a Complete with one word. 1 The US school year has two.
  2 Children under five can go to3 US schools are divided into4 Children whogroups be suspended. very badly at school school age
  5 A school where parents have to pay for theirchildren to attend is called a school.
  7 & 8 Review and Check
  83
  answer the questions. 4 52 CAN YOUPEOPLE? On the street UNDERSTAND THESE Watch or listen to five people and
  Amber 1 Amber says ac the world of business real interactionMax Simonis mixed so a mixed school is better the real world Joe Simone
  2 Max likes shopping online becauseab he doesn’t like looking at a variety of productsc there is more availability of productshe is extroverted.
  3 Simon was4 Joe would like toaa satisfiedpaint the walls of his apartment b delighted with what he sold on eBay.. c disappointed
  5 Simone would like to have a jobb have more paintings in his apartmentca invite more people to his housein banking b that’s well paid c that’s enjoyable.
  CAN YOU Do the tasks with a partner. Check (do them. Can you…? SAY THIS IN ENGLISH?✓) the box if you can
  12 describe the schools you went to (or have been to)and say what you liked or didn’t like about themsay what you will do a) if you don’t pass yourEnglish exam at the end of the course and b) when
  34 you can speak English fluentlydescribe your ideal vacation housesay what you would do if a) you won a lot of moneyand b) you had more free time
  5 VIDEOreport three questions that someone has asked youtoday and what you answered Short movies Watch and enjoy the movie. Trinity College, Dublin
  CAN YOU a Read the blog once. Complete the main message of thearticle in your own words. It is better to do a job that UNDERSTAND THIS TEXT? than a job VIDEO
  that you , but that.
  b Read the blog again and mark the sentences F (false), or 1 She used to get very good grades in art in high school She thought she would earn more money working as a DS (doesn’t say). T (true),
  3 She enjoyed graduate school but not college She lived at home after she quit graduate school She was very well-paid for filling envelopes atchemist than being an artist NGO.
  c 6 She feels passionate about design five new words or phrases from the text their meaning and pronunciation and try tolearn them.
  The importance of When I was growing up, all I wanted to be was an artist. doing what you love
  When I got to high school and could choose what classesto take, I took every art class that was available. Painting,drawing, photography, you name it – I took the class I took a chemistry class. I LOVED it. It was fun! And Iwas good at it. I started thinking: wouldn’t I make more money
  if I went into the sciences instead of being a starving artist?So I threw away the art school applications and went to studychemistry. College was fun, and when I graduated with mychemistry degree, I went to graduate school in Washington,D. to do a PhD program in chemistry! It was OK to start
  with, but after the first year, I was completely depressed. Ihated the program. It was dry and boring. But I didn’t knowwhat to do about it I quit. I spent the next month feeling bad about my failure,unsure what to do next. Finally, I went to an employment
  agency to get a job. Something – anything – that would paymoney got a temporary job filling envelopes at an NGO. One daythey needed some graphic design and I volunteered. Thiswas the major turning point in my career. Over the next few
  months, they gave me more and more design work. Whatbegan as a temporary job turned into a permanent job. I wasfinally doing something I loved, and I was making moneydoing it’s been difficult at times, but I really love my job. Believe
  Adapted from workawesome, it is FAR more important that you are happy and get todo what you are passionate about every day and get paidless for it, than to dread getting up in the morning becauseyou dislike what you do.
  Workbook
  For practice after class
• All of the Grammar, Vocabulary,
  Pronunciation, and Practical 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)
  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 for the Workbook listening and
  pronunciation activities
  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 on:
• Reading and Listening exercises for every File
• Writing and Speaking models and tasks for every File
  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

Online Practice
ENGLISH FILE 3
American
S E C O N D E D I T I O N
Learn online with Oxford
2
Christina Latham-KoenigClive Oxenden Paul Seligson
S E C O N D E D I T I O N
Workbook
American
ENGLISH FILE
Se l f – a s s iChecker e s s me n t C D – R O M
3
7A Extraordinary school for boysdo if you don’t passWhat will youyour exams? I’ll probablyretake them.
1 a VOCABULARYYou have two minutes. Answer asmany of questions 1–8 as you canin one minute. How many did you education
b get right?4 2with these school subjects. Thenlisten and check. Now match the questions
biology chemistry geography history information technology
c p Vocabulary Bank literature math physics
2 Education & SPEAKING
the letter The letter The lettere., lunch u u and sometimes u is usually pronounced /u/, e., /yu/ true, e.,, or usually/ʊ/, e., or put /ʌ/.,
a Put the words in the correct column. fstullu dentlunch stmudyusic sunbjectun putrpilue p uuniformt rude universityrules
/yu/
b c 4 6Why do we say4 7 Listen and check. Practice saying the words and write four sentences. a university but an umbrella?
G V P first conditional and future time clauses + educationthe letter u when, until, etc.

• Boys and girls both learn better in single-sex schools. • • Cooking and housework should be taught at school.
• • Physical education should be optional. • they need to know to be an adult.
• Children spend too much time at school on math • and IT and not enough on things like music, art, Private schools are usually better than
• • • First of all, (I think that…)
• • •
  d Interview your partner using the questionnaire for more information. YOUR EDUCATION
• • • What kind of high school / you go to? / you like it? How many students / there in each class? Do you think it / the right number?
• • • How much homework / you usually have? / you think it / too much? / you have to wear a uniform? / you like it? Why (not)?
• • / your teachers too strict or not strict enough? Why? What kind of discipline / they use? / students behave well?
• • What kind of high school did (do) you go to? Which subjects / you good and bad at? Which / your best and worst subject?
  1 2 What is the capital of Brazil?How many wives didKing Henry VIII have?
  3 Who wrote The Great Gatsby?4 How many megabytes arethere in a gigabyte?
  5 6 What is 5 x 18 ÷ 4?Who developed the theoryof relativity?
  7 8 What is water made of?How many legs doesan insect have?
  64
  3 LISTENING
  a Look at the photos above. What can you see? Now readabout Gareth Malone’sIn your country, are boys usually behind girls inreading and writing? Extraordinary School for Boys.
  b 4 8experiment and answer the questions. 1 How long did Gareth have to teach the boys?2 What was his aim? Listen to Part 1 of a radio program about the
  c 3 What three things did he believe were important?4 9 Gareth madesome general Listen to Part 2. Complete the chart.
  changes, forexample: 12
  To improvetheir languageskills, heorganized: 123 A A A competition“World Cup”, that the
  d Listen again. How successful were the three activities?boys (and girls) had to both write andperform
  e f 4 10of the experiment was. Did the boys’ reading improve?What do you think of Gareth’s ideas? Do you thinkthey are appropriate for girls? Are any of them used in Now listen to Part 3 to find out what the result
  your country?
  4 a SPEAKINGIn groups of three, each choose one (different) topicfrom the list below. Decide if you agree or disagree andwrite down at least three reasons.
• Boys and girls both learn better in single-sex schools. • • Cooking and housework should be taught at school. Schools should let children wear whatever theywant at school.
• • Physical education should be optional. • Schools don’t teach children the important things they need to know to be an adult. School summer vacations should be shorter.
• Children spend too much time at school on math • and IT and not enough on things like music, art, and drama. Private schools are usually better than public schools.
  Debating a topic: organizing your ideas • • The topic I’ve chosen is.. completely agreepartly agreecompletely disagree that…
• • • • First of all, (I think that…)My second point is that.. important point is that..,…
  b Explain to the rest of your group what you think aboutyour topic. The others in the group should listen. At theend, they can vote for whether they agree or disagreewith you and say why.
• • • What kind of high school / you go to? / you like it? How many students / there in each class?Do you think it / the right number?
• • • How much homework / you usually have? / you think it / too much? / you have to wear a uniform? /you like it? Why (not)?
• • / your teachers too strict or notstrict enough? Why? What kindof discipline / they use? / students behave well?
• • Which subjects / you good and bad at? Which / your best and worst subject?
  Gpeople who had never sung before and turnedthem into accomplished singers April, Gareth took on what wasareth Malonechoirmaster inhe brought together all kinds of different rst made his name on TV as a The Choir, a series in which
  maybe an even bigger challenge became an elementary schoolteacher for a quarter. His missionwas to teach a group of 11-year-old boys from a mixed elementary
  school. Many of the boys weren’tdoing very well at school and, like manyother boys, they were a long way behind thegirls in reading and writing. The result isMalone’s Extraordinary School for Boys Gareth– a three-part
  TV series…
  G A R SET H M A L O N E ’ S
  C H O EXTRAORDINARY O L F O R BOY S
  7A 65

11
Grammar
see pages 140 –

• An activity for every
  Grammar Bank, which
  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 164 –
• Extra speaking practice
  for every A and B lesson
  Vocabulary
  see pages 196 –
• Extra practice of new
  vocabulary, for every
  Vocabulary Bank
  Songs
  see pages 215 –
• A song for every File
• Provides the lyrics of
  the song, with task to do
  before, during, or after
  listening
  iTools – bring your
  classroom to life
• The Student Book,
  Workbook, and
  Teacher’s Book
  (photocopiables only)
  onscreen
• All class audio (including
  songs) and video, with
  interactive scripts
• Answer keys for Student
  Book, Workbook, and
  Teacher’s Book
• Resources including
  Grammar PowerPoints,
  maps, and a 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
• 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
  Practical English
• A sitcom-style video
  that goes with the
  Practical English lessons
  in the Student Book
  On the street
• Short real-world
  interviews to
  accompany the Review
  & Check sections
  Short movies
• Short documentary
  films for students to
  watch after the Review
  & Check sections
  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 exploiting the Student Book material in a
  more challenging way if you have a stronger class
• Extra support suggestions for adapting activities or exercises to make them
  work for students who need extra support
  Extra activities appear in green 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 audio scripts.
  Seventy pages of photocopiable activities are in the Teacher’s Book.
  S E C O N D E D I T I O N
  2
  American
  ENGLISH FILE
  Teacher’s
  Book
  Christina Latham-KoenigClive Oxenden
  with Anna LowyBeatriz Martín García

####### 3

T T e e s t s t i i n n g g P Prr o o g g r raa m m
CD-ROM
174 American English File 2nd edition Teacher’s Book 3 Photocopiable © Oxford University Press 2014
1A Student A COMMUNICATIVE Spot the difference
Describe your restaurant picture torestaurant picture. B. Find ve differences. Mark the ve differences in your
Student B Describe your kitchen picture tokitchen picture. A. Find ve differences. Mark the ve differences in your
Restaurant
Restaurant
Kitchen
Kitchen
210 American English File 2nd edition Teacher’s Book 3 Photocopiable © Oxford University Press 2013
7A VOCABULARY Education
somebody up bring somebodyeducate
pupils students
terms semesters
an exampass fail an exam
be punished be suspended
an examtake an examretake
a single-sexschool a mixedschool
a requiredsubject an optionalsubject
IT PE
a graduate a college
a publicschool a privateschool
a teacher a professor
schoola high an elementaryschool
learn study
a boardingschool a school
homeworkdo houseworkdo
a graduate a student
history a story
a principal a teacher
a score a grade
AND AND
AND AND
AND AND
AND AND
AND AND
AND AND
AND AND
AND AND
AND AND
AND AND
148 American English File 2nd edition Teacher’s Book 3 Photocopiable © Oxford University Press 2013
3A a Check ( GRAMMAR✓) the sentences that are right and correct the wrong ones. Write the answers in the comparatives and superlatives
column on the right.
activation b Cover the column on the right and look at the sentences. Read the correct sentences aloud.
1 2 3 Riding a bike to work isOlga drivesMy dad has more carefullyleast hair now than he had five years ago. more quickly than Bill. than walking. quicker✓
4 5 Now that I’ve tried them on, these shoes arethey were going to be this photo you look more young than your sister. more comfortable that I thought
6 7 8 Taxis areAnne’sMy phone is not as tall as much more expensive than moderner than Susie, but she’s thinner. yours. It’s got a better camera. buses or the subway.
10119 I love riding my scooter, it’sCan you say that againIt’s the most beautiful beach I’ve never been more slowly much more better, please? I didn’t understand a word! than driving a car. to. The ocean looks amazing.
121314 Sean’sWhat’sEveryone thinks their mom’s cooking is the worse actor the nicest thing anyone’s ever said in the group, but he’s the best the best of the world to you? singer..
151617 Which sofa looksI think we should take this case. It’sIt’s usually hoter the more nice here in June than it is in May. do you think? The blue one or the red one? the biggest one that we have.
1819 Did you go toThat restaurant over there is fantastic. It’s cheap, and you can eat as many food as the same school than you like. your brother?
20 I readon page 30. a lot faster than my brother. I finished the book, and he’s still
American English File 2nd edition Teacher’s Book 3 Photocopiable © Oxford University Press 2014 223
7B SONG If I Could Build My Whole World Around You
GLOSSARY honey = a way of addressingwrapped up = enclosedsomeone that you like or love
sorrow = a feeling of great sadnessjoy = a feeling of great happinesstenderness = gentleness, love
If I Could Build My WholeWorld Around You
beOh, if I could build my whole world around you, darlingFirst I’d 1 grow putput takeheaven by your side wash
Pretty flowers wouldAnd over your head wouldAnd I’dAnd 5 4 all your troubles awayevery drop of rain 2 3 wherever you walked, honeythe bluest sky
I’d have the whole world wrapped up in you, darlingAnd that would be all right, oh yes it would be give keep make put
If I could build my whole world around youI’dI’d 6 7 your eyes the morning sunso much love where there is sorrow
I’d put joy where there’s never been loveAnd I’dFor you toOh, and happiness would surely 8 9 my love to youfor the rest of your life 10 ours
And that would be all right, oh yes it wouldDoo doo doo doo doo, doo doo doo dooDoo doo doo doo doo, doo doo doo doo
SONG FACTS If I Could Build My Whole World Around Yousingle for the singing duo of Marvin Gaye and Tammi Terrell. Together they had atotal of seven hit singles in the late 1960s. When Terrell died aged only 24 from was released in 1967. It was the third
a brain tumor, Marvin Gaye was devastated at the loss of the singing partner heregarded as a sister.
a Read the song lyrics and think about whatthe missing verbs could be.
b c Listen to the song and ll in blanks 2–15 with a verb from the list the lyrics and match the words and phrases. 1 build my whole world around you a every day would bring something different
234 be all rightput joy where there’s never been lovehappiness would surely be ours b make you happy when you’ve only ever been sadcd be OK make you the center of my existence
5 there’d be something new withevery tomorrow e there’s no doubt we’d be happy
beOh, if I could build my whole world around youI’d 11 give (x2) makeyou the greatest gift any woman could step
And I’dAndAnd there’dpossess 13 12 14 you true love and tendernessinto this world you’ve createdsomething new with every
ToIf I could build my whole world around you tomorrow 15 this world better as days go by
If I could build my whole world around youThen that would be all right, oh yeah (repeat to fade)

13
Give Sts time, in pairs, to think of a food item for
each adjective.
Check answers.
Possible answers
canned: tomatoes, tuna, etc.
fresh: fish, vegetables, etc.
frozen: peas, fish, pizza, etc.
low-fat: yogurt, cheese, etc.
raw: fish, vegetables, etc.
spicy: sauce, chicken, etc.
take-out: pizza, Chinese, etc.
2 PRONUNCIATION
vowel sounds
Pronunciation notes

• Sts work on distinguishing eight common vowel
  sounds in American English.
  a Focus on the eight sound pictures. If your Sts are not
  familiar with them, explain that the sound pictures
  give a clear example of a word with the target sound
  and they help them remember the pronunciation of the
  phonetic symbol (there is one for each of the 46 sounds
  of American English).
  Now put Sts in pairs and get them to work out the eight
  words and sounds.
  Check answers.
  1 fish /ɪ/ 3 cat /æ/ 5 clock /ɑ/ 7 bull /ʊ/
  2 tree /i/ 4 car /ɑr/ 6 horse /ɔr/ 8 boot /u/
  b Now focus on the instructions and the example. Give
  Sts a few moments in pairs to find the word with the
  sound that’s different from the others in each list.
  Remind Sts that this kind of exercise is easier if they
  say the words aloud to themselves.
  Extra support
• You could play the audio first for Sts to hear the
  words before they try to find the word that doesn’t
  have the same sound as the picture word.
  c 1 5 Play the audio once for Sts to listen and check.
  Check answers.
  2 breakfast 5 roast 8 duck
  3 grapes 6 boiled
  4 warm 7 food
  1 3
  Cooking
  4 boiled
  3 roasted
  1 baked
  6 grilled
  2 fried
  5 steamed
  Sts may ask what the difference is betweenbaked and
  roast, as both mean cooked in thebaked oven: isusually
  for bread, cakes, and most sweet, though chicken and
  fish can also be baked usually means cooked
  by exposing to dry heat as in an oven, and is usually a
  method for cooking meat and vegetables.
  Now focus onc and get Sts to tell a partner how they
  like the four items cooked. Get some feedback from
  the class.
  Finally, focus on thePhrasal verbs box and go
  through it with Sts.
  You may want to immediately get Sts to test themselves
  or each other before going back to the main lesson.
  Ways of testing
  Sts can test themselves by covering the words and
  looking at either the definitions or pictures (or
  sometimes fill-in-the-blank texts or sentences) and
  trying to remember the words.
  Alternatively, Sts can take turns testing each other.
  B closes his / her book and A defines or explains a
  word for B to try and remember, e., A What do you
  call food that is cooked in hot water? B Boiled food.
  After a few minutes, Sts can change roles.
  In a monolingual class, Sts could also test each other
  by saying the word in their L1 for their partner to say
  in English.
  Expanding Sts’ vocabulary
  In this lexical group, as in many others, there are
  large numbers of useful words and a selection has
  been made in order not to overwhelm Sts. However,
  words which are important in your Sts’ country
  may have been left out. It is important to teach these
  very common or popular foods and to get Sts to add
  them to the Vocabulary Bank page, so that they are
  equipped with the vocabulary they need to do the
  speaking activities that follow.
  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 Vocabulary photocopiable activity at this
  point or leave it for later as consolidation or review.
  c 1 4 Tell Sts to look at the list of adjectives that are
  used to describe food, and play the audio. Elicit the
  meaning of each adjective and drill pronunciation.
  1 4
  See adjectives in Student Book on page 4.
  1A

14
b Tell Sts that they are going to listen to the ve speakers
again and that this time they must write down in note
form the answer the speakers give.
Play the audio, pausing after each speaker to give Sts
time to write.
Get Sts to compare with a partner and then check
answers.
See script 1.
c Put Sts in pairs and get them to ask and answer
the questions in Food & Eating, giving as much
information as possible. They should see if they have
anything in common.
Monitor and help with any food vocabulary.
Get feedback from different pairs to nd out if they
have anything in common.
Extra challenge
– Before Sts give feedback, you may want to teach them
the phrases Both of us and Neither of us, which they
can use to show what they have in common.
Extra support
– Demonstrate the activity by answering one or two of
the questions yourself before putting Sts in pairs.
4 READING
a Focus on the instructions and make sure Sts
understand the words carbohydrate and protein. Write
the two words on the board. Model and drill their
pronunciation. You may want to tell Sts that native
speakers often just say carbs for carbohydrates.
First, get Sts to match the four food items in the list
with the right food category.
Then check answers.
carbohydrates: cake, pasta
proteins: chicken, salmon
Now put Sts in pairs and get them to add four food
items to each category.
Check answers and write them on the board.
Possible answers
carbohydrates: bread, potatoes, rice, cereal, etc.
proteins: beef, tuna, eggs, cheese, etc.
b Focus on the instructions and the four questions. In
pairs, Sts answer the questions.
Do not check answers.
1 5
See words in Student Book on page 4
Now play the audio again, pausing after each group of
words for Sts to listen and repeat.
d Tell Sts to go to the Sound Bank on page 166. Explain
that here they can nd all the sounds and their symbols
and also the typical spellings for these sounds plus
some more irregular ones.
Tell Sts to go back to the main lesson 1A.
3 LISTENING & SPEAKING
a 1 6 Focus on the instructions and the Food & Eating
questions. Give Sts time to read the questions and
make sure they understand them. Elicit / explain the
meaning of ready-made food and feeling a little down.
Play the audio once all the way through for Sts just to
listen.
Now play the audio again, pausing after each speaker
for Sts to match each one to a question. Play again if
necessary.
Check answers.
Extra support

• Before playing the audio, go through the listening
  script and decide if you need to preteach / check any
  lexis to help Sts when they listen.
  Speaker B: 2 Speaker D: 5
  Speaker C: 1 Speaker E: 3
  1 6
  (script in Student Book on page 122)
  A
  I usually have meat or seafood. Usually shrimp or something
  as an appetizer and then maybe lamb for the main course.
  B
  I often have ready-made vegetable soups that you just have
  to heat up – in fact, they’re the only vegetables I ever eat!
  And I usually have a couple of frozen pizzas in the freezer for
  emergencies. I don’t really order takeout when I’m on my own,
  but if I’m with friends in the evening, we sometimes order
  Chinese food for dinner.
  C
  Eggs and soda. I have eggs for breakfast at least twice a
  week, and I drink a couple of cans of soda every day.
  D
  If I’m feeling down, chicken soup, with nice big pieces of
  chicken in it. It’s warm and comforting. Uh, I usually have a
  banana before going to the gym. If I know I’m going to have
  a really long meeting, I usually have a coffee and a cupcake
  because I think it will keep me awake and give me energy.
  E
  Fruit – cherries, strawberries, raspberries, and apples.
  Vegetables – peppers, tomatoes, and cucumbers. The only
  thing I really don’t like is zucchini. I can’t even stand the smell
  of it.
  1A

16
1 the best thing: making people happy
the worst thing: the long hours
2 British customers always say that everything is lovely
even if they don’t actually eat it all, whereas Spanish
customers are honest and say what they think.
3 Customers who want him to cook something in a way
that he doesn’t think is very good, for example a well-
done steak.
4 He thinks they are getting worse. People are eating
more unhealthily.
1 8
(script in Student Book on page 122)
Part 2
I What’s the best thing about running a restaurant?
S I think the best thing is making people happy. That’s why
even after all this time I still enjoy it so much.
I And the worst thing?
S That’s easy, it has to be the long hours. This week for
example I’m cooking nearly every day. We usually close on
Sundays and Mondays, but this Monday is a public holiday,
when lots of people want to eat out, so we’re open.
I Seu Xerea is in all the British restaurant guides now. Does
that mean you get a lot of British customers?
S Yes, we get a lot of British people, especially at the
weekends, but then we get people from other countries too.
I And are the British customers and the Spanish customers
very different?
S Yes, I think they are. The British always say that everything
is lovely, even if they’ve only eaten half of it. The Spanish,
on the other hand, are absolutely honest about everything.
They tell you what they like, they tell you what they don’t
like. I remember when I first opened, I had sushi on the
menu, which was very unusual at that time, and I went into
the dining room and I said to people, “So what do you think
of the sushi?” And the customers, who were all Spanish, said
“Oh, it was awful! It was raw fish!” Actually, I think I prefer
that honesty, because it helps us to know what people like.
I What kind of customers do you find difficult?
S I think customers who want me to cook something in a
way that I don’t think is very good. Let’s see, a person
who asks for a really well-done steak, for instance. For me
that’s a difficult customer. You know, they’ll say, “I want a
really really well-done steak,” so I give them a really really
well-done steak and then they say, “It’s tough.” And I think
well, of course it’s tough. It’s well done! Well-done steak is
always tough.
I People say that the Mediterranean diet is very healthy. Do
you think people’s eating habits in Spain are changing?
S Well, I think they are changing – unfortunately, I think
they’re getting worse. People are eating more unhealthily.
I How do you notice that?
S I see it with, especially with younger friends. They often
eat in fast-food restaurants, they don’t cook… and actually
the younger ones come from a generation where their
mothers don’t cook either. That’s what’s happening now,
and it’s a real pity.
Extra support

• If there’s time, you could get Sts to listen again with
  the scripts on page 122, so they can see exactly what
  they understood / didn’t understand. Translate /
  explain any new words or phrases.
  e Put Sts in pairs and have them tell each other their
  answers to the four questions.
  Get feedback from individual pairs or you could simply
  ask the whole class. You could also tell them about
  yourself.
  1 7
  (script in Student Book on page 122)
  I = interviewer, S = Steve
  Part 1
  I What was your favorite food when you were a child?
  S Well, I always liked unusual things, at least things that
  most English children at the time didn’t like. For instance,
  when I was six or seven my favorite things were snails, oh
  and prawns with garlic.
  I Funny things for a six-year-old English boy to like!
  S Well, the thing is my parents liked traveling and eating
  out a lot, and I first tried snails in France, and the prawns,
  my first prawns, I had at a Spanish restaurant in the town
  where we lived.
  I So you were interested in Spanish food right from the
  start. Is that why you decided to come to Spain?
  S Partly, but of course, I suppose like a lot of British people
  I wanted to see the sun! The other thing that attracted
  me when I got here were all the fantastic ingredients. I
  remember going into the market for the first time and
  saying “Wow!”
  I When you opened your restaurant, how did you want it to
  be different from typical Spanish restaurants?
  S Well, when I came to Spain, all the good restaurants were
  very formal, very traditional. In London then, the fashion
  was for informal places where the waiters wore jeans, but
  the food was amazing. So I wanted a restaurant a bit like
  that. I also wanted a restaurant where you could try more
  international food, but made with some of these fantastic
  local ingredients. For example, Spain’s got wonderful
  seafood, but usually here it’s just grilled or fried. I started
  doing things in my restaurant like cooking Valencian
  mussels in Thai green curry paste.
  I What do you most enjoy cooking?
  S What I most enjoy cooking, I think are those traditional
  dishes which use quite cheap ingredients, but they need
  very long and careful cooking, and then you turn it into
  something really special… like a really good casserole, for
  example.
  I And is there anything you don’t like cooking?
  S Maybe desserts. You have to be very very precise when
  you’re making desserts. And that’s not the way I am.
  c Now tell Sts to listen again and write down why Steve
  mentions each item.
  Get Sts to compare with a partner, and then check
  answers.
  1 snails and prawns with garlic: they were his favorite
  food when he was six or seven – unusual things for a
  British child to like.
  2 the market: he remembers going to the market in
  Spain for the first time and being impressed by all the
  wonderful ingredients.
  3 the restaurant: he wanted a restaurant that was
  informal, but served fantastic food.
  4 mussels: they are an example of the kind of food he
  makes. He cooks Valencian mussels with Thai green
  curry paste.
  5 a casserole: something which uses cheap ingredients,
  but can be wonderful with long careful cooking and
  what he most enjoys cooking.
  6 desserts: he doesn’t like making desserts because you
  have to be very precise.
  d 1 8 Tell Sts they are now going to listen to Part 2
  of the interview. Focus on the questions and quickly go
  through them.
  Play the audio once all the way through. You could
  pause after each question is answered to give Sts time
  to make notes. Play again if necessary.
  Get Sts to compare with a partner and then check
  answers.
  1A

17
Present continuous

• Sts who don’t have a continuous form in their
  language may need reminding that this is the
  form they must use when they are talking about
  temporary actions in progress now, this week, this
  month, etc.
• Remind Sts of the use of the present continuous for
  future arrangements. This will be reviewed fully
  together with the other future forms in 1B.
  Action and nonaction verbs
• These are often called dynamic / stative or
  progressive / non-progressive verbs. We have called
  them action / nonaction as we think this helps
  to make the difference clearer for Sts. There are
  several other verbs which can be both action and
  nonaction, e., see, look, and feel, but at this level
  we feel it is best to use have and think as two clear
  examples.
  Focus on the exercises and get Sts to do them
  individually or in pairs.
  Check answers, getting Sts to read the full sentences.
  a
  1 have 6 is / ’s … making
  2 Are … taking 7 are … thinking
  3 don’t like 8 is getting
  4 Does … know 9 do … eat
  5 don’t get 10 don’t … cook
  b
  1 is coming 6 thinks
  2 doesn’t want 7 Do we need
  3 isn’t working 8 I’m having
  4 seems 9 I love
  5 aren’t speaking 10 are you cooking
  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.
  d Focus on the question prompts. Elicit that those under
  On a typical day are habitual actions, so should be
  simple present, and Sts must add do you. The ones
  under Right now / nowadays are things in progress,
  and if the verbs are action verbs, they should be present
  continuous; if they are nonaction, they should be
  simple present.
  Elicit the questions from the class to check that they are
  forming the questions correctly, and that they are using
  the correct rhythm, i., stressing the “information”
  words.
  On a typical day
  What do you usually have for breakfast?
  Do you drink soda? How many glasses do you drink a day?
  Where do you usually have lunch?
  What do you usually have for lunch during the week?
  Do you ever cook? What do you make?
  Do you prefer eating at home or eating out?
  6 GRAMMAR simple present and continuous,
  action and nonaction verbs
  a 1 9 Focus on the instructions. Give Sts a minute, in
  pairs, to circle the correct form in each sentence.
  Play the audio for Sts to listen and check.
  See words in bold in script 1.
  1 9
  1 This week for example I’m cooking nearly every day. We
  usually close on Sundays and Mondays, but this Monday is
  a public holiday.
  2 The British always say that everything is lovely.
  3 Actually, I think I prefer that honesty, because it helps us
  to know what people like.
  4 Unfortunately, I think they’re getting worse. People are
  eating more unhealthily.
  b Give Sts time in pairs to discuss why they think Steve
  chose each form in the sentences in a.
  Check answers, getting Sts to explain why (in their
  L1 if necessary) the other form is wrong. For 3, they
  may simply “feel” that prefer is right without being
  able to explain why. This would be a good moment to
  explain about action / nonaction verbs (see Additional
  grammar notes below).
  1 I’m cooking (It’s a temporary action which is only
  happening this week.)
  close (It usually happens.)
  2 say (It’s a habitual action.)
  3 I prefer (It’s a nonaction verb, not usually used in the
  continuous.)
  4 they’re getting, are eating (They are actions which are
  happening right now.)
  c 1 10 1 11 1 12 Tell Sts to go to Grammar
  Bank 1A on page 132. If your Sts have not used the
  American English File series before, explain that all
  the grammar rules and exercises are in this part of
  the book.
  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
  Simple present
• At this level Sts should be clear about the form and
  use of the simple present.
• Remind Sts of the difference in pronunciation
  of the third person -s, i., /s/ (verbs ending in an
  unvoiced consonant, e., cooks, eats), /z/ (verbs
  ending in a vowel sound or voiced consonant, e.,
  plays, has), and /ɪz/ (verbs where you have added -es,
  e., watches, nishes).
• Remind them too of the irregular pronunciation of
  (he / she / it) says /sez/ and does /dʌz/.
  ! The simple present is also occasionally used to
  refer to the future, e., The next train leaves at 7:30.
  This use is not dealt with here.
  1A

19
1 A father is a male parent of a child and a parent is a
person’s mother or father.
2 Your stepmother is the woman who is married to your
father, but she isn’t your real mother.
3 Your brother-in-law is the brother of your husband / wife
or your sister’s husband.
4 Your grandfather is the father of your father or mother.
Your great grandfather is you