American English File 1 Teachers Book 2nd Edition

SECOND EDITION

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Teacher's Book

Christina Latham-Koenig OXFORD
Clive Oxenden
UNIV ERSITY PRESS
Paul Seligson

with Anna Lowy
Gill Hamilton
Lara Storton
Kate Mellersh

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

OXFORD ACK:-IOWLEDGEMENTS

U!'lVERSITY PRESS C01·er Design: Yin Ling Wong

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ISBN: 978 0 19 477573 I TEACHER'S BOOK (PACK COMPONEi\'T)
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Contents

4 Syllabus checklist

s Introduction

• What do High-beginning students need?
• Study Link
• Course components

Stu dent Book Files 1-1 2
Back of the Stu dent Book
• For students
Online Pract ice
Workbook
iChe ck er
Pronunciat ion App
• For teachers
Teach er's Book
iTools
Test and Assessment CD-ROMs
Vide o
Cla ss audio COs

12 Lesson plans
1s8 Photocopiable activities

Contents
Gramma r activity answers
Grammar activity mast ers
Communicat ive activit y inst ruct ions
Comm unicative acti vit y masters
Vocabu lary activity inst ruct ions
Vocabulary activit y mast ers
Song activity instru ctions
Song act ivity masters

281 Workbook answer key

3



































































G imperatives, let's
V feelings
P understanding connected speech

Lesson plan Play the audio again, pausing after each phrase fo r Sts
ro repear. Model and drill any phrases that are difficult
In this lesson Sts begin by learning adjectives to describe for your Sts, e.g., I'111 thirsty. Make sure Srs ca n hear and
sta tes an d feeli ngs, e.g.. huii£JI)'. happy. They then listen to pronounce the di fferc nce between all£JIJ /'reogri/ and
a se ries ofconve rsations between a fa mily with eh ild ren, flllll£JI'j /' hAI)QJ'i/.
who are in a car go in g on vacatio n. The children become
increasingly bored, tired, hungry, etc., as the t rip goes on. Then give further p ract ice by calling our the numbers
This ser ves as a context to present more imperatives (Sts of pictures fo r Sts to tell you how the person feels'using
have already learned some in Classroom language) and the verb to be, e.g.,
phrases to make suggestion s beginning with Let's.... There T: umber 5.
is then a pronunciation focus on connected speech , which Srs: She's anlJIY·
is aimed at helping Sts to understand native speakers, and T: Nu111ber 2, etc.
the lesson e nd s with a ro le-play and a so ng that practices
negat ive imperatives. c Demonstrate the activity by telling Srs how you feel
using the phrases in a. Rem ind Sts of the modifiers
STUDY[!Im ve1y and really.
• Workbook 2C
• Online practice In pairs, Sts cover the words, look at the pictu res, and
• iChecker make true sentences about themselves.

Extra photocopiable material Get some quick feedback ask ing the class about a few
of the adjectives, e.g., Who's thirsty?, and getting a show
• Grammar imperatives, let's page 167 of hands.
• Communicative Dominoes page 213 (instructions page 199)
• Song Please Don't Go page 270 (instructions page 265) 2 LISTENING & READING

Optional lead-in (books closed) a 1 69 l)) Set the scene by going through the instructi ons
a nd telling Sts to look only at the pictures. ln pairs,
• Dra\\' these (Ke~ on the board: image~ ofa ~milcy face. a Srs number the pictures 1-5 according to the order in
~ad face. and an angry face. Use them to elicit / reach rh e which th ey think they happen.
three adjecti,·es. \\'rite o n the board /'111 htljljl_l', /'111 sad.
and /'111 iiii[JIY under the t hree face~. Then mime being Play the audio fo r Sts to check their answers. Play again
hot and cold, and elicit 1'111 hot and /'111 cold. and \Hire if necessary.
rhcm on the board. ivlodel and drill pronunciation ofrhe
fi,-c phrases. 1E 2A 3C 4B 5D

1 VOCABULARY feelings 1 69 l))
See story in Student's Book on page 17
a Books open. Give Sts a time limit to match the faces
and the adj ectives. b Pl ay the audio aga in for Srs to listen and read at the
same time. The pictures and sound effects should help
\1v'hen Sts have finished matching, go through the them to understand the dialogue.
Collocation box together.
Give Sts some time in pairs to try to say what they
! In your Sts' language, some ofthese concepts may t hi nk the highlighted phrases mean.
also be expressed using the verb have+ a noun.
Check answers, either explaining in English, tra nslating
b 1 68 l)) Play the audio for Sts to listen a nd check into Sts' Ll, or getting Sts to check in their dictionaries.
their answers .
Dea l with any or he r ne w vocab ulary.
1 68 l)) 7 I'm tired.
8 I'm stressed. c 1 70 l)) Focus on the instructions and play the audio
l I'm worried. 9 I'm cold. for Sts to listen ro the end of the story. Tell Sts they
2 I'm happy. 10 I'm sad. need to listen for two problems that the fa mily h as.
3 I'm thirsty. 11 I'm bored. Play the audio again if necessary.
4 I'm hot.
Check answers.
I ~ I'm angry.
I'm hungry. The hotel is full; Mr. Carter parks in a No Parking area and a
police officer sees him.

-

2C Extra support
• If yo u thin k St s need mo re practice. you m ay want
1 70 l))
to give them the G ra mmar phOLoco piab k act ivi ty a t
(audioscript in Student's Book on page 116) t hi s point.
R = receptionist, D = Dad, M = Mom, P = police officer
R Good evening, sir. Good evening , madam. c Tell Sts to cover the dialogues in 2 w ith a piece of paper
D Good evening. Can we have two double rooms, please? a nd w look at t he five pictures on page 16.
R Do you have a reservation?
D No, we don't. In pairs, Sts tell each other the imperatives and
R I'm sorry, sir. The hotel is full. suggestions for each picture.
M Oh, no!
D Come on. Let's go. I know another hotel near here. Check answers.
P Excuse me, sir. Is this you r car?
D Yes, it is. What 's t he problem? 1 Turn right. Slow down. Don't worry. Be careful.
P This is "no parking", sir. Look at t he sign. 2 Turn the air conditioning on. Open your window.
D I'm very sorry. 3 Let's stop at that service station.
P Can I see your driver's license, please? 4 Give me my iPod. Be quiet.
5 Don't park here. Come on. Let's go.
Extra support
d Te ll Sts to look at then ine signs a nd to w r ite a
• If the re's time, you co ul d ge t Sts to listen aga in to
both parts of the audio \\'ith the audi oscripts in the positive l±J or negative B sentence for each, using the
m a in lesson a nd on pn(!C I /6, so th ev can sec exac tlY
verb ph rases from the list.
what they understood '1 did n't undc;·sta nd. Transl a~c/
Get Srs ro compare with a partner, and then
explain any new \\·o rd s o r ph rases. check answers.

3 GRAMMAR imperatives, let's 2 Don't smoke here.
3 Don't eat or drink here.
a Tell Sts to look at the highlighted phrases in 2b aga in 4 Turn off your phone.
an d to complete the cha rt. 5 Don't take photos.
6 Don't go in here.
Check answers. 7 Cross the road now.
8 Be careful.
l±l Park here! 9 Don't listen to music here.
B Don't turn right!
e Get Sts to cover the list of phrases and to look at the signs.
Suggestions: Let's stop..., Let's go.
ln pairs, Sts tell each other the phrases.
b 1 71 l)) Tell Sts to go to Grammar Bank 2 C on
page 126. Focus on the example sentences and play the Get some feedback from the class.
audio for Sts to Iis ten and repeat. Then go through the
rules with the class. Extra challenge
• Ask Sts \\'he re they rn ight se e these sig ns, e .g..
Additional grammar notes
Don't smok e in a n o ffice or restaurant, 7itrn offyo ur
Imperatives cell phone in t he class roo m , O o n 'tt ake p hotos in a

• Emphasize the simplicity of imperatives in English. lll USeU ill, Cl C.
There a re only two forms, e.g., Stop. f Don't stop.
4 PRONUNCIATION
• Emphasize too that an imperative can sound
abrupt in English ifyou are aski ng somebody to do understanding connected speech
something, e.g., Close the door (please).l'm cold.H ere
it would be much more normal to use a po lite request a 1 72 l)) Focus on the C onnect ed speech box and go
with Can ..., e.g., Can you close the door, please? through it w ith the class . Explain that in English, when
people speak fas t they do n't p ronounce each wo rd
• Let's (=Let us)+ in finitive is used to make sepa ra tely. They tend to r un them together, and thi s
s uggestion s that include th e speaker. can make it d ifficult for Sts to hear what h as been said.
-A pos iti ve sugges tion is made by using Let's +
in fi.ni tive, e .g., Let's go to the movies. Tell Sts they will hear six s hort se nte nces and they must
-A negative is made w ith Let's not, e .g., Let's not write them down.
eat here.

Foc us on the exercises for 2C o n pa[Je I 27. S ts do the Play the aud io and pause after each sentence to give Sts
exe rcises individua lly o r in pairs. time to w ri te. Play again if necessary.

Check answers, getting Sts to read the full sen tences . Check ansvvers by wr iting the sentences on rhe board.

a 1 Turn on 3 Go 5 Have 7 Take 1172 l))
6 Be 8 Park
2 don't speak 4 Don't read l Turn on the radio. 4 Let's open the window.
2 Let's eat in t his cafe.
b 1 Let's go 4 Let's close 3 Stand up, please. S Look at these photos. J
2 Let's turn off 5 Let's stop 6 Don't open the door.
3 Let's sit down
b In pairs, Sts practice saying the six sentences.
Tell Sts to go back to the main lesson 2C. Encourage them to try to say them fast andlin k the
words Iike o n the audio.

Wl:l

5 SPEAKING 2C

Put S ts in pairs, A and B, and tell them to go to -
C ommunication What's the matter?, A o n paBe 101,
B on paBe 106.

Go through the instructions a nd example conversation
in a w ith them carefully, explain ing and drilling the
question What's the matter?, and explain the expression
cheer- up(= be happy) . Then focus on band c, and
explain that Sts are going to have similar conversations
using prompts J- 4 and responding with a phrase, e.g.,
Thanks, OK, Good idea, ere.

Demonstrate the activity with a good student.

Then sit A and B face-to-face . A asks B What's the
matter? B responds w ith his/ her first prompt, and they
have a mini conversation. They then have three more
conversations using B 's other prompts.

A and B then chan ge roles, and B asks What~' the matter?

'vVhen they have finished, focus on instruc ti on d. Srs
should try to do all eight conversations without looking
at their books.

Extra support

• Write the eigh t acljectiYcs (bored, cold. ere.) on the
board to remind Srs how to start.

Tell Sts to go back to the main lesson 2C.

n6 1 73 ))) SONG Please Don't Go

This song was originally made famous by the
American group KC and the Sunshine Band in 1979.
For copyright reasons, this is a cover version . If you
want to do this song in class, use the photocopiab le
ac tivity on paBe 270.

1 73 )))

Please Don't Go
1 I love you

Babe, I love you so;
I want you to know
That I'm gonna miss your love
The minute you wa lk out t hat door.

Chorus
So please don't go, don't go;
Don't go away.
Please don't go, don't go;
I'm begging you to stay.
If you live, at least in my lifet ime
I had one dream come true;
I was blessed t o be loved
By someone as wonderful as you.

Chorus
Hey, hey, hey.
Babe, I love you so;
I want you to know
That I'm gonna miss your love
The minute you walk out that door.
So please don't go, don't go;
Don't go away.
Hey hey hey, I need your love.
I'm down on my knees beggin' please, please, please
Don't go, don't you hea r me baby?
Don't leave me now, oh, no, no
Don't go, please don't go
I want you to know that I, I, I love you so.

There are two pages of review and consolidat ion after ever y d 1 bad
two Files. The fir st page reviews the grammar, vocabulary, 2 cheap
and pronunciation of the two Files. These exercises can be 3 clean
done individually or in pa irs, in class or at home, depending 4 short
on the needs ofyour Srs and the class rime available. T he 5 f ull
second page presents Sts with a series of skills -based
challenges. First, t here is a reading text that is of a slightly PRONUNCIATION
higher level than those in the File but r eviews grammar and
vocabulary Sts have a lready learned . Then Sts can watch a 1 A 2 day 3 fi les 4 good 5 dangerous
or listen to five unsc ripted street interviews, whe re peo ple
a rc asked questions re lated to the topics in the File. You ca n b 1 i1ddress 2 [ta ly 3 exQ..§l}sive 4 newspaper 5 t hirteen
find th ese on the Class DVD, iTools, and Class Audio (audio
only). Fin a lly, there is a speaking challenge that measures CAN YOU UNDERSTAND THIS TEXT?
Sts' abil ity rouse the language ofthe File orally. We suggest
that you use some or all of these activities according to the c 1 F 2 F 3T4F5T6 F
needs ofyour class.
CAN YOU UNDERSTAND THESE PEOPLE?
In addition, there is a short documentary film available on
the Class DVD, and iTools on a subject related to o ne of the 1 74 >))
top ics of the Files. This is aimed at giving Sts enjoyable
extra listening practice and s howing them how much 1 c 2a 3 b 4c Sa
they a rc now able to understand.
1 74 >))
Test and Assessment CD-ROM 1 A What's your name?

• Quick Test 2 B Jeanna.
• File 2 Test A How do you spell it?
B J-E-A-N-N-A.
GRAMMAR 11 c A Where are you from?
12 a B I'm from LA.
1c 6 b 13 c 2 A What's your name?
B My name's Andy.
2a 7c 14 b A How do you spell it?
3c 8a B A-N-0-Y.
15 a A Where are you from?
4b 9b B I'm from Newcastle. it's in the North East of England.
3 A What's your nam e?
5 a 10 b B Oavid.
A How do you spe ll it?
VOCABU LARY B 0- A-V- 1- 0.
A Where are you from?
a 1 from 2 to 3 in 4 at 5 off B I am from Paris.
4 A What 's your name?
b 1 Read B My name is Elise.
2 Work A How do you spell it?
3 Stand, open B E- L- 1- S- E.
4 Open, answe r A Where are you from?
5 Answer, read B Chicago, Illinois.
5 A What's your name?
c 1 file (the others are numbers) B My name's Tiffany.
2 Ch inese (the others are countries) A How do you spell it?
3 France (th e others are nationalities I languages) B T-1-F-F-A-N-Y.
4 Ireland (t he others are continents) A Where are you from?
5 sixt een (the others are mult iples of ten) B I'm from Germany.
6 Italy (the others are days of t he week)
7 change purse (the others are always used in the plural)
8 school (the others are part of a room)
9 wallet (the others are t hings you read)

10 happy (t he others are negative adjectives)