American English File 1 Teachers Book 2nd Edition

se 4 PRONUNCIATION places in New York City

d 3 12 >)) Tell Sts to go to Grammar Bank SC on a 3 13 >)) Focus on the instructions and th e place
page 132. Focus on the example sentences and play the names. Tell Sts tha t it ca n be very usefu l to be able
aud io for Sts to listen and repeat. Then go through the to pronounce them correctly, for example if they
rules and the information box with the class . want to ask for directions, get a taxi, or b uy a b us or
subway ticket.
Additional grammar notes
• There is a clear difference in use between the Play the audio once the whole way through for Sts to
listen. Then play it again, pausing after each p lace to
simple present and present continuous: give Sts time to underline the stress.

- T he sim pie present is used for habitual actions Check answers, getting Sts to say the wo rds out loud .
(th ings that are always true or that happen Highlight the p ronu nciatio n of Statue /'st::.eJu/, lsland
every clay). /'GI/ /;:md/, and Cathedral / b '8iclrgl/.

- The present continuous is used for temporary 3 13 >))
actions, things happening now, at this moment.
Central Park
• The use of these two forms can cause problems the Brooklyn Bridge
either because Sts don't have the present the Statue of !jberty
continuous in their ll, or becau se English is !;!lis [stand
"stricter" about using it when talking about now. St. Patrick's Cathedral
Rockefeller Center
• Ifyou know your Sts' L1, contrast it with English the Hudson &ver
to anticipate o r cor rect errors. Yankee Stadium
Washington Square Park
• Stative verbs, e.g., want, like, need, have (=possess), 1 fuilllQ l&.Qtral Term inal
and know, are not normally used in the
present continuous. b Now play th e audio aga in and get Sts to repeat the places.

Focus on the exe rcises for SC on page 133 . Srs do the c Focus on the instructions. Get Sts to practice mini
exercises individua ll y or in pairs. dialogues with a partner.

Check answers, getting S ts to read the full sentences . 5 WRITING

a 1 he's playing a Focus on th e qu estions a nd elicit the meaning of
2 Do your parents live, have socialn et\Vorking (=communication with people who
3 do you go, I think share your interests using a website o r other se rvice
4 is sleeping, doesn't usually sleep on the lnrernet).

b 1 What are you doing here? I'm waiting for a friend. Then el icit answers from the class (o r get Sts to answer
2 Do you like hamburgers? I don't eat meat. the question in pairs and then get feed back from the
3 The neighbors are having a party again. They have a class) . Elicit the names ofwebsites that are popular in
party every weekend. your Sts' country.
4 What does your husband do? He works at...
5 Where are you going? I go to the gym every evening. b Tell Sts to go to WritingSocialnetworkinBonpage 113.

Tell Sts to go back to the main lesson SC. Focus on the instruction s in a. Give Sts a few min utes
to read posts A-E, match them to the photos, and then
Extra support guess which country Jun is in each time.
• lfyou think Sts need more practice. you may want
Check answers.
to gi\'e them the Cram mar photocopiable activity at
A 2 Canada
thi~ point. B 5 Brazil

e Put Sts in pairs, A and B, and tell them to go to c 3 Japan
Communication What do you do? What are you
doinB now?, A on page 103, B on page 108. D 4 Italy
E 1 England
Go through the instructions w ith them carefully.
ow focus on b and tell Sts to imagine t hat they are
Sit A and B face-to-face. A asks B his/ her questions eithe r in fou r di ffe rent places in their country or in fo ur
and B answers. cli fferent countries around the world . T hey must write a
post of between 20 and 25 words from each place.
Stress that B needs to listen ca refully as to wh ich
form A uses in the question, and to use this form in Either set a time limit for Sts to do t he writing in class, o r
assign it as for homewo rk.
his I her answer.
When A has asked a ll his I her questions , they Focus on c and rem ind Sts to read th rough thei r writing
a nd check it for mistakes before they hand it in.
change roles.

Get some feedback from the class.

Tell Sts to go back to the main lesson SC.

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Vocabulary clothes: shirt, shoes, etc.

Function buying clothes; saying prices; apologizing

What size is this shirt?

Lesson plan Jenny runs into Rob and he spi lls coffee on his shirt.

In this third Practical English lesson, Sts learn some basic 3 15 )))
clothes vocabulary and some key phrases for buying clothes
in Engli sh. The story develops: Jenny spills Rob's cofFee on (audioscript in Student's Book on page 118)
his shi rt, so he has ro buy a new one. While he is looking
for a new shirt, )en ny gets a call from somebody named =R Rob, J =Jenny
Eddic. Rob comes out ofthe store and hears rhe end of her
conversation, and wonders who Eddie is. When Jenny sees R Hey, Jennyl
the shirt he has chosen , she insists he goes back to change it. Oh hi, Rob. Is that coffee for me?

STUDY I:!m3 R Yes. A double espresso.
• Workbook In a cloth ing st ore J Oh wow, thanks. That's really nice of you.
R No problem. Do you have a meeting w ith Daniel?
Test and Assessment CD-ROM J Yes, another meeting. And you?
R I'm going to the office, too. I have an interview in 20
• Quick Test 5
• File 5 Test minutes.
J Oh really? With who?
O ptional lead-in (books closed) R A theater director.
• Before starting Episode 3. elicit \\·har Sts ca n reme mb er J Sounds interesting.
R What time is your meeting wit h Daniel?
about Episode 2. Ask them \Vho's Rob? I\'here does l1 e J At half past nine.
work l li"c" Who 's jc1111Y? \Vhere is sh eji'OIIl?, etc. R Ugh!
J Oh, no. Are you OK? I'm so sorryl
• Alterna tiYely. you could play rhe last scene of Episode 2 . R I'm f ine!
J I'm really sorry. You can't wear t hat shirt to an interview I
1 VOCABULARY clothes R Don't worry, there's a clothes shop over there. I can buy a

a Books open . Focus on the task and get Sts to match the new one.
words and pictures. OK. I can help you choose one. Oh, that's my phone. Sorry, I
need to answer t his. See you in there?
Get Sts to compare with a pa rtner. R OK.

b 3 14 ))) Play the audio for Sts to listen and check . L- -

b Focus on sentences 1-7 and give Sts rime to read them
and think about what the missing words might be.

Then play the audio again, pausing if necessary for Sts
to fill in the blanks.

Get them to compare with a partner. Pl ay the a udio
again if necessa ry.

Check answers.

3 14 ))) 6 a T-shirt 8 a sweater 1 double espresso 5 shirt
7 a skirt 5 pants 2 Daniel 6 shop I store
4 a jacket 3 shoes 3 20 7 phone I cell phone
1 jeans 4 thirty
2 a sh irt

Foc us Sts' attention on the phonetics next to each c 3 16 ))) Focus on the Apologizing box and go rh rough
word. Now play the audio again, pausing after each
wo rd for Sts to repeat. it with the class. Elicit that J'm so sorry I J'rn reaf0, son:y

Ask Sts why they think it's ajacket, a shirt, aT-shirt, a are stronger tha n l'msorr:y. Point out that the three
skirt, a sweater (with article) andj eam, shoes, pants (no responses are interchangeable.
article), and elicit that it's because the latter arc plural.
Play the audio once for Sts tO hear the phrases. T hen
Extra support play them again, pausing after each apology and
• Te ll S t~ to cm·c r t he \\'Ords a nd tes t each ot he r in pa irs. response for Sts to repeat.

3 16 )))
See audioscript in Student's Book on page 42

2 !~ MEETING ON THE STREET d Put Sts in pairs. Get them to cover the box (or close
their books). Tell them to pretend to knock each other's
a 3 15 ))) Focus on the photos at the rop of the page and book or pen o ff the table, and then apologize.
elicit what is happening.
E xtra sup por t
Focus on the question and play the aucl io once the
whole way through for Sts to see if their guesses were • lfr here's rime, you cou ld get Sts to lis ten a ga in ll' ith
right and to see what problem Rob has. t he aucl ioscripr o n pa[JC 11 8. so they can see exactly

Check answers. \\'hat t hey understood I d idn't und ersta nd . Trans late /

ex pl ain a ny ne\\' words or phrases.

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