English File Beginner Teacher's Guide 2019 PDF

4 fourth edition English File Teacher’s Guide A1 Beginner WITH TEACHER’S RESOURCES ON OXFORD PREMIUM for speakers of Sp...

4 fourth edition English File Teacher’s Guide A1 Beginner WITH TEACHER’S RESOURCES ON OXFORD PREMIUM for speakers of Spanish Christina Latham-Koenig Clive Oxenden Jerry Lambert with Anna Lowy Paul Seligson and Clive Oxenden are the original co-authors of English File 1 and English File 2 4031103 EF4e Beg TG Spain.indb 1 04/02/2019 15:12 4031103 EF4e Beg TG Spain.indb 2 04/02/2019 15:12  Contents p.4 Syllabus checklist p.8 Course overview Introduction What do students at A1 level need? For students Student’s Book Online Practice Workbook For teachers Teacher’s Guide Teacher’s Resources on Oxford Premium Classroom Presentation Tool Class audio Video p.12 Lesson plans p.12 File 1 A–B Practical English Episode 1 p.25 File 2 A–B 1&2 Revise and Check p.35 File 3 A–B Practical English Episode 2 p.45 File 4 A–B 3&4 Revise and Check p.54 File 5 A–B Practical English Episode 3 p.65 File 6 A–B 5&6 Revise and Check p.75 File 7 A–B Practical English Episode 4 p.87 File 8 A–B 7&8 Revise and Check p.97 File 9 A–B Practical English Episode 5 p.108 File 10 A–B 9&10 Revise and Check p.117 File 11 A–B Practical English Episode 6 p.128 File 12 A–B 11&12 Revise and Check 3 4031103 EF4e Beg TG Spain.indb 3 04/02/2019 15:12  Syllabus checklist GRAMMAR VOCABULARY PRONUNCIATION 1 8 A A cappuccino, please verb be (singular): I and you numbers 0–10, days of the /h/, /aɪ/, and /iː/ week, saying goodbye 10 B World music verb be (singular): he, she, it countries /ɪ/, /əʊ/, /s/, and /ʃ/ 12 Practical English Episode 1 checking into a hotel, booking a table   V the classroom   P the alphabet 14 Workbook File 1 2 20 A Are you on holiday? verb be (plural): we, you, nationalities /dʒ/, /tʃ/, and /ʃ/ they 22 B That’s my bus! Wh- and How questions phone numbers, numbers understanding numbers with be 11–100 24 Revise and Check 1&2 26 Workbook File 2 3 30 A Where are my keys? singular and plural nouns, small things /z/ and /s/, plural endings a / an 32 B Souvenirs this / that / these / those souvenirs /ð/, sentence rhythm 34 Practical English Episode 2 understanding prices, buying lunch   P /ʊə/, /s/, and /k/ 36 Workbook File 3 4 42 A Meet the family possessive adjectives, people and family /ʌ/, /æ/, and /ə/ possessive ’s 44 B The perfect car adjectives colours and common /ɑː/ and /ɔː/, linking adjectives 46 Revise and Check 3&4 48 Workbook File 4 5 52 A A big breakfast present simple + and – : I, food and drink /ʤ/ and /g/ you, we, they 54 B A very long flight present simple ? : I, you, common verb phrases 1 /w/ and /v/, sentence we, they rhythm and linking 56 Practical English Episode 34 telling the time  V the time, saying how you feel  P /ɒ/, silent consonants 58 Workbook File 5 6 64 A A school reunion present simple: he, she, it jobs and places of work third person -es, sentence rhythm 66 B Good morning, adverbs of frequency a typical day /j/ and /juː/, sentence goodnight rhythm 68 Revise and Check 5&6 70 Workbook File 6 4 4031103 EF4e Beg TG Spain.indb 4 04/02/2019 15:12  FOR SPEAKERS OF SPANISH Extra Online Practice for speakers of Spanish SPEAKING LISTENING READING introducing yourself; meeting people people introducing themselves talking about where people and things distinguishing between he and she are from Vocabulary: classroom language; more countries Pronunciation: the alphabet; country names Listening: The first day of class talking about nationalities understanding short conversations people meeting for the first time giving personal information understanding numbers asking for and giving personal information Vocabulary: world languages; technology words Pronunciation: /s/ in initial position; /ks/ Listening: The World Cup draw things in your bag understanding short conversations role-play buying and selling souvenirs At a souvenir stand Vocabulary: more small things; more souvenirs Pronunciation: /əʊ/; /ð/ and /d/ Listening: In a souvenir shop talking about your family and friends understanding a conversation talking about cars; discussing understanding a conversation preferences Vocabulary: more people and family; confusing adjectives Pronunciation: /ə/; /ɑː/ and /ɔː/ Listening: My brother has a phone like that! talking about meals and food people talking about their Breakfast around the world favourite meal talking about habits understanding a longer conversation On the plane Vocabulary: more food and drink; telling the time Pronunciation: /dʒ/ and /j/, /sps/; /v/ or /b/ and /v/ or /f/ Listening: Staying with a host family talking about jobs and work understanding a longer conversation English at work? Are you a morning person?; a typical an interview evening Vocabulary: more work phrases; make and do Pronunciation: /ɜː/; /juː/, /j/, and /dʒ/ Listening: My daily routine 5 4031103 EF4e Beg TG Spain.indb 5 04/02/2019 15:12  GRAMMAR VOCABULARY PRONUNCIATION 7 74 A Have a nice weekend! word order in questions: be common verb phrases 2: /w/, /h/, /eə/, and /aʊ/ and present simple free time 76 B Lights, camera, action! imperatives, object kinds of films sentence rhythm pronouns: me, him, etc. 78 Practical English Episode 44 saying the date, talking on the phone   V months, ordinal numbers   P /θ/ 80 Workbook File 7 8 86 A Can I park here? can / can’t more verb phrases can / can’t, /ə/, /æ/, and /ɑː/, sentence rhythm 88 B I cooking like / love / hate + verb + activities /ʊ/, /uː/, and /ŋ/, sentence rhythm -ing 90 Revise and Check 7&8 92 Workbook File 8 9 96 A Everything’s fine! present continuous common verb phrases 2: sentence rhythm travelling 98 B Working undercover present continuous or clothes /ɜː/, other vowel sounds present simple? 100 Practical English Episode 54 inviting and offering   P sentence rhythm 102 Workbook File 9 10 108 A A room with a view there’s a… / there are hotels, in, on, under /ɪə/ and /eə/ some… 110 B Where were you? past simple: be in, on, at was and were, sentence rhythm 112 Revise and Check 9&10 114 Workbook File 10 11 118 A A new life in the USA past simple: regular verbs regular verbs regular past simple endings 120 B How was your day? past simple irregular verbs: verb phrases with get, go, sentence rhythm get, go, have, do have, do 122 Practical English Episode 6 asking for and giving directions   V prepositions of place   P sentence rhythm and polite intonation 124 Workbook File 11 12 130 A Strangers on a train past simple: regular and regular and irregular verbs irregular verbs irregular verbs 132 B Revise the past past simple revision revision of past verb forms revision of vowel sounds 134 Revise and Check 11&12 136 Workbook File 12 140 Communication 148 Writing 150 Listening 154 Grammar Bank 178 Vocabulary Bank 6 4031103 EF4e Beg TG Spain.indb 6 04/02/2019 15:12  FOR SPEAKERS OF SPANISH Extra Online Practice for speakers of Spanish SPEAKING LISTENING READING your weekend an interview a short newspaper article talking about films understanding a conversation; people talking about films Vocabulary: more free time phrases; the cinema Pronunciation: /w/, /h/, /eə/, and /aʊ/; sentence stress Listening: Great film! talking about what you can and can’t taking a driving test do in a town What do you like doing? tweets about what people like doing alone or with friends Vocabulary: more phrases with can; more activities Pronunciation: can and can’t; -ing endings Listening: What can you do? talking about what people are doing understanding a short conversation text messages talking about clothes an interview Undercover Boss Vocabulary: more holiday words; more clothes Pronunciation: /ɜː/; silent letters Listening: It’s my birthday! describing rooms hotel facilities Scotland and Loch Ness Where were you yesterday? a police interview Vocabulary: hotels; times and dates Pronunciation: /ɪə/ and /eə/; where and were Listening: Where were you? talking about past activities We followed our dream We followed our dream and events talking about yesterday understanding a conversation Life in a day Vocabulary: Vocabulary: more phrases with get, go, have, do; prepositions of place Pronunciation: /d/, /t/, and /ɪd/; sentence rhythm Listening: A school exchange re-telling a story Strangers on a train Strangers on a train oral revision of the past simple Vocabulary: first, then, after that, etc.; last night Pronunciation: was/wasn’t and were/weren’t; vowel sounds Listening: How was your weekend? 193 Words and phrases to learn 195 Regular and irregular verbs 196 Sound Bank 7 4031103 EF4e Beg TG Spain.indb 7 04/02/2019 15:12  Course overview Introduction Vocabulary Our aim with English File fourth edition has been to make A focus on high-frequency words and phrases. every lesson better and to make the package more student- Opportunities to personalize new vocabulary. and teacher-friendly. As well as the main A and B Student’s Accessible reference material. Book lessons, there is a range of material that you can Every lesson focuses on high-frequency vocabulary and use according to your students’ needs, and the time and common lexical areas, but keeps the load realistic. All new resources you have available. Don’t forget: vocabulary is given with the phonemic script alongside, to videos that can be used in class in every File: Practical help students with the pronunciation of new words. English, Video Listening, and Can you understand Many lessons are linked to the Vocabulary Banks which these people? help present and practise the vocabulary in class, give an Quick Tests and File Tests for every File, as well as Progress audio model of each word, and provide a clear reference so Tests, and an End-of-course Test students can revise and test themselves in their own time. photocopiable Grammar and Communicative activities for Students can review the meaning and the pronunciation every A and B lesson, and a Vocabulary activity for every of new vocabulary on Online Practice, and find further Vocabulary Bank. practice in the Workbook. Online Practice and the Workbook provide review, support, and practice for students outside the class. Pronunciation The Teacher’s Guide suggests different ways of exploiting Intensive practice of the English vowel and consonant the Student’s Book depending on the level of your class. We sounds. very much hope you enjoy using English File fourth edition. Awareness of rules and patterns in sound-spelling relationships. Systematic practice of other aspects of pronunciation, e.g. What do A1 level stress and sentence rhythm. students need? A1 level learners want to speak clearly but are often frustrated by English pronunciation, particularly the sound- The aim of every level of English File fourth edition is to get spelling relationships, silent letters, and weak forms. students talking and A1 is no exception. To achieve this, beginners need two things above all else: motivation and The Sound Bank on pages 196–197 helps students to see support. the many clear sound-spelling patterns that do exist in English and gives common examples of them. A1 learners’ language level is low, but they need interesting topics and texts just as much as B1 or C1 students. Throughout English File A1 we emphasize improving pronunciation by focusing on important sounds, on Grammar word stress, and on sentence rhythm. Every lesson has an Clear and memorable presentations of basic structures. integrated pronunciation focus on one of the above aspects. Regular and varied practice in useful and natural contexts. Online Practice contains the Sound Bank videos which Student-friendly reference material. show students the mouth positions to make English vowels and consonants. They can also review the pronunciation We have tried to provide contexts for new language that from the lesson at their own speed. There is more practice will engage students, using real-life stories and situations, of pronunciation in the Workbook, with audio, which can humour, and suspense. The Grammar Banks give students be found on Online Practice. a single, easy-to-access grammar reference section, with example sentences with audio, clear rules, and common errors. There are at least two practice exercises for each grammar point. Students can look again at the grammar presented in the lesson on Online Practice. The Workbook provides a variety of practice exercises and the opportunity for students to use the new grammar to express their own ideas. When explaining grammar rules to students, and sometimes when setting up complicated activities, teachers who know their students’ mother tongue may wish to use it. Although you should try to keep it to a minimum, we believe that a very judicious use of students’ L1 can save time and help build good teacher–class rapport. Contrasting how English grammar works with the rules in students’ L1 can also help students to assimilate the rules more easily. 8 4031103 EF4e Beg TG Spain.indb 8 04/02/2019 15:12  Speaking every lesson. The mediation tasks in English File will help your Regular opportunities to use new language orally. learners develop the communication skills that build their Topics that will arouse their interest and prompt them to ‘21st century skills’. describe their experiences and express their ideas. Realistic and achievable tasks. Writing English File motivates students to speak by providing varied Clear models and achievable tasks, and the language that they need The ‘nuts and bolts’ of writing on a word and in order to communicate with confidence. In addition to sentence level the Speaking stage, students are encouraged to speak all The growth of the internet and social media means that through each lesson, responding to texts and listenings, people worldwide are writing in English more than ever and practising grammar and vocabulary orally. Every two before both for business and personal communication. Files, students can use Online Practice to record English File A1 provides guided writing tasks covering a themselves doing a short task. range of writing types from a formal email to a social media post. Students can use Online Practice to develop their Listening writing skills further. The Discussion board also provides A reason to listen. opportunities for informal written interaction. Exposure to as much aural English as possible. Confidence-boosting by listening to short accessible texts Practical English and conversations with achievable tasks. Practice in using functional phrases in simple roleplays. Get the gist of what is being said by focusing on the key Knowing what to say in common situations, e.g. buying words in an utterance. a coffee. The listenings in English File are based on a variety of The Practical English lessons introduce and practise the entertaining and realistic situations. The tasks focus on key language for situations such as checking into a hotel or helping students to get the gist on the first listen and ordering food and drink. The storyline introduces the main then being able to understand more the second time. On characters of the English File fourth edition Practical English Online Practice, for each File students can find further lessons, Jenny (from New York) and Rob (from London). The listening practice related to the topic. They can also access lessons also highlight other useful everyday phrases such as the listening activities from every lesson, to practise in their Can I help you? How much is it? Don’t worry. See you there. On own time, and to read the script to check anything that they Online Practice, students can use the interactive video to have found difficult. record themselves and hear their own voice in the complete conversation. They can also listen and record the Social Reading English phrases. The Workbook provides practice of all the Engaging topics and stimulating texts. language from the Practical English lessons. Manageable tasks that help students to read. Deal with unknown words in a text. Revision Many students need to read in English for their work Regular recycling of grammar, vocabulary, and or studies, and reading is also important in helping to pronunciation. build vocabulary and to consolidate grammar. The key to Motivating reference and practice material. encouraging students to read is to give them motivating but A sense of progress. accessible material and tasks they can do. In English File A1 Students will usually only assimilate and remember new reading texts are staged so that they progress from one-line language if they have the chance to see it and use it several sentences to short articles adapted from a variety of real times. Grammar, Vocabulary, and Pronunciation are recycled sources (the British press, magazines, news websites) and throughout the course. After every two Files there is a have been chosen for their intrinsic interest and ability to two-page Revise & Check section. The left-hand page revises generate discussion. All reading texts here are available with the grammar, vocabulary, and pronunciation of each File. audio, which helps build reading fluency and confidence. The right-hand page provides a series of skills-based challenges, including street interviews, and helps students Mediation to measure their progress in terms of competence. These Collaborative teamwork tasks in every File pages are designed to be used flexibly according to the Texts, charts, and images for learners to extract and share needs of your students. On Online Practice, for each File, understanding there are three Check your progress activities. The first is a The concept of mediation in the CEFR includes a range multiple choice activity for students to test themselves on of communicative strategies and tasks that focus on how the Grammar and Vocabulary from the File. The second is a learners work together collaboratively, extract and share dictation related to the topic and the language of the File meaning from texts, and develop better understanding for students to practise the new language in context. Finally, among themselves and others. English File promotes and there is a Challenge activity, which involves a mini-research develops mediation skills in a variety of ways in every File. project based on a topic from the File. Every two Files, the Activities that develop mediation skills are highlighted in Workbook contains a Can you remember...? page, which the teacher’s notes, and the CEFR mapping document on provides a cumulative review of language students have Oxford Premium includes mediation descriptors mapped to covered in the Student’s Book. 9 4031103 EF4e Beg TG Spain.indb 9 04/02/2019 15:12  Course overview For students Combined Student’s Book and Workbook The Student’s Book has 12 Files. Each File is organized like this: A and B lessons Each File contains two two-page lessons which present and practise Grammar, Vocabulary, and Pronunciation with a balance of reading and listening activities, and lots of opportunities for speaking. Every two Files (starting from File 2), the B lesson ends with a Video Listening section. All lessons have clear references to the Grammar Bank, Vocabulary Bank, and The back of the Student’s Book where relevant, to the Sound Bank at the back of the book. The lessons contain references to these sections: Communication, Writing, Listening, Practical English Grammar Bank, Vocabulary Bank, and Every two Files (starting from File 1), there is a two-page lesson with Sound Bank. integral video which teaches high-frequency, everyday English (e.g. The Student’s Book is also available as language for spelling your name, booking a table, or telling the time) and an eBook. social English (useful phrases like That’s right and I’m really sorry). The video is in the form of a drama, featuring the two main characters, Rob and Jenny. Workbook The lessons have a storyline which runs through the level. Interleaved with the Student’s Book, File by File, for language practice after class. Revise & Check All the Grammar, Vocabulary, and Practical Every two Files (starting from File 2) there is a two-page section revising English the Grammar, Vocabulary, and Pronunciation of each File and providing Pronunciation exercises with audio. The Reading, Listening, and Speaking. The ‘Can you…?’ section challenges audio can be accessed on Online Practice students with engaging reading texts and street interview videos, which give students exposure to real-life English. Online Practice For students to practise and develop their language and skills or catch up on a class they have missed. Look again: review the language from every lesson. Practice: extra Reading, Writing, Listening, and Speaking practice. Check your progress: students can test themselves, get instant feedback, and try an extra challenge. Interactive video to practise the language from the Practical English lessons. Sound Bank videos to learn and practise pronunciation of English sounds. FOR SPEAKERS OF SPANISH Five extra online activities for every File to practise the key areas of Vocabulary, Pronunciation, and Listening skills that speakers of Spanish need. Extra online activities clearly signposted on the page, so students know when to go online. Students can download the Vocabulary and Grammar Pocket Book, with notes, examples, and translations, specially developed for speakers of Spanish. Say It app All Student’s Book and Workbook audio, video, scripts, For students to learn wordlists, dyslexia-friendly texts, and CEFR Language Portfolio. and practise the sounds of English Individual sounds Sounds in key words Speak and record functionality 10 4031103 EF4e Beg TG Spain.indb 10 04/02/2019 15:12  For teachers Classroom Presentation Tool Teacher’s Guide Step-by-step procedural notes for all the lessons including: an optional ‘books-closed’ lead-in for every lesson. Extra challenge suggestions for ways of exploiting the Student’s Book material in a more challenging way if you have a stronger class. Extra support suggestions for ways of adapting activities or exercises to make them work with weaker students. Extra ideas for optional activities. FOR SPEAKERS OF SPANISH References show you when there is extra material for your learners on Online Practice or in the downloadable Pocket Book. All lesson plans include answer keys and audio scripts. Teacher’s Resources on Oxford The complete Student’s Book and Workbook Premium Photocopiable activities All class audio and video, with interactive scripts Answer keys for exercises in the Student’s Book, Workbook and photocopiable activities Dyslexia-friendly texts Class audio All the listening materials for the Student’s Book can be found on Teacher’s Resources on Oxford Premium, Classroom Presentation Tool, Online Practice, Student’s eBook, and the Class Audio CDs. Video Oxford Premium offers teachers an invaluable range of resources, news, and features for your classes. You can access Video listening the site at oxfordpremium.es. Go to Oxford Premium for: Short documentary, drama, or All the Student’s Book and Workbook audio/video files animation for students at the and scripts end of even-numbered Detailed lesson plans and answer keys from the B lessons (2B, 4B, 6B, etc.) Teacher’s Guide Tests and assessment material, including: practice tests Practical English and extra material for students preparing for EOI tests; A unique series of videos that goes with the Practical English Progress Tests; an End-of-course Test; a Quick Test for every lessons in the Student’s Book File; and complete test for every File. There are A and B versions of all the main tests and audio files for all the Revise & Check video Listening tests Street interviews filmed in CEFR documents and the English File programación London, New York, and Oxford A wide range of online tools and resources to create your to accompany the own classroom materials Revise & Check section Up-to-the-minute news articles on English and education All the video materials for the Student’s Book can be found Webinars from experts on current pedagogical topics on Teacher’s Resources on Oxford Premium, Classroom Over 60 pages of photocopiable activities, including tips Presentation Tool, Online Practice, Student’s eBook, on how to use them, and customizable versions: and the Class DVD. Grammar An activity for every Grammar Bank, which can be used in class or for self-study extra practice Communicative Extra speaking practice for every A and B lesson Vocabulary An activity for every Vocabulary Bank, which can be used in class or for self-study extra practice 11 4031103 EF4e Beg TG Spain.indb 11 04/02/2019 15:12  1A A cappuccino, please G verb be (singular): I and you V numbers 0–10, days of the week, saying goodbye e 1.2 See conversations in Student’s Book on p.8 P /h/, /aɪ/, and /iː/ Go through the conversations, making sure the meaning Lesson plan is clear to Sts. Some teachers may want to do this in L1. (See Introduction on p.8 for comments on use of mother In this first lesson, Sts learn to introduce themselves and tongue.) You might also want to tell Sts that give basic greetings, and to use the I and you forms of the the word barista is originally Italian and is a person who verb be in positive and negative sentences, questions, and works in a coffee bar. Point out that the response to Nice short answers. The context is a coffee shop where people are to meet you is Nice to meet you (Nice to meet you, too is also asked their names, which are then written on their cups, and taught later). where two people meet for the first time. The lesson starts with a dialogue, which leads into the grammar presentation. b e 1.3 Play conversation 1 on the audio and get Sts to Sts then learn numbers 0–10, and in Pronunciation, they are repeat each phrase in chorus. Encourage Sts to copy the introduced to the English File system of teaching the sounds rhythm. Model the phrase yourself if Sts are not copying of English with three sounds: /h/, /aɪ/, and /iː/. The language the rhythm correctly. Get individual Sts to say the phrases is brought together in a Speaking activity which also gives after you. Sts the opportunity to introduce themselves to other sts and Play the audio again for Sts to repeat in chorus, allowing to learn their names. The lesson finishes with a focus on the time for them to repeat. days of the week and ways of saying goodbye. e 1.3 More materials for speakers of Spanish Same as script 1.2 with repeat pauses For teachers on Oxford Premium ! If you find the repeat pauses aren’t long enough, pause Photocopiables Grammar verb be (singular): I and you the audio yourself. Encourage Sts to try to copy the rhythm. Communicative Are you…? Getting the rhythm correct is one of the most important Vocabulary Numbers 0−10 and days aspects of good pronunciation. For students Depending on the size of your class, get all or some Sts to Workbook 1A repeat individually. Online Practice 1A If you know your Sts’ L1, you may want to point out that hello and hi mean the same, although hi is more informal. Plus extra Vocabulary, Pronunciation, and Listening for speakers of Spanish: classroom language; the alphabet; Repeat with the other three conversations. The first day of class c Put Sts in pairs, A and B. Demonstrate the activity with a Grammar and Vocabulary Pocket Book good pair. A takes the roles of Helen and Barista 1 in the last conversation, and B takes all the other roles. OPTIONAL LEAD-IN (BOOKS CLOSED) Now ask Sts to practise the conversations. When they have Introduce yourself to the class. Say Hello. I’m (…) twice. finished, tell them to swap roles. Listen out for general Repeat your name and write it on the board. pronunciation mistakes and write them on the board, Then look at one student and say Hello. I’m (…). Encourage then model and drill them with choral and individual him / her to respond Hello. I’m (…). At this stage, do not repetition. correct anything they say. If the student fails to respond, move EXTRA SUPPORT With a weaker class, you could work on on to another student until you get the correct response. each conversation one by one, modelling and drilling the Repeat this process with other Sts round the class. With a pronunciation and then practising in pairs, before moving good class, you may also want to teach the phrase Nice to on to the next conversation. meet you at this point. EXTRA IDEA Put Sts in groups of four and give each student This activity will break the ice with your class on the first day. a role (Helen, Barista 1, Barista 2, and Tom). They can then swap roles. 1 LISTENING & SPEAKING a e 1.2 Books open. Demonstrate this by opening your 2 GRAMMAR verb be (singular): I and you own book and saying Open your books. Say the page number and write it on the board. Focus on the photos a Focus on the instructions and get Sts to complete the two and the conversations by pointing at your book and sentences in the speech bubbles. saying Look at the photo. Then tell Sts to read and listen. Check answers. Demonstrate this by putting your hand to your ear, 1 I  ​2 You pointing to the audio player, and saying Listen. Play the audio once the whole way through for Sts to read and listen at the same time. 12 1A 4031103 EF4e Beg TG Spain.indb 12 04/02/2019 15:12  b Tell Sts to go to Grammar Bank 1A on p.154. You could Tell Sts to go back to the main lesson 1A. write the page number on the board to help Sts. Show Sts EXTRA SUPPORT If you think Sts need more practice, you that all the grammar rules and exercises are in this section may want to give them the Grammar photocopiable of the book. activity at this point. Grammar notes c e 1.6 Tell Sts that they are going to practise saying The Grammar notes in this Teacher’s Book aim to add contractions. Focus on the example. Remind Sts that more, or expanded, information to the notes and rules on I’m is the contraction of two words. Establish a gesture the Grammar Bank pages in the Student’s Book. to remind Sts to contract verb forms, e.g. a scissor or verb be (singular): I and you concertina gesture. Highlight and drill the pronunciation of I’m /aɪm/. In English we always use a name or pronoun with the verb. Play the audio and get Sts to listen and say the I is always written with a capital letter. contractions. There is only one form of you – i.e. there is no formal and informal form, unlike in many other languages. e 1.6 Native and fluent speakers of English nearly always use 1 I am (pause) I’m contractions in conversation. 2 You are (pause) You’re 3 I am not (pause) I’m not When you make questions with be, the subject and verb 4 You are not (pause) You aren’t change position. You can answer a question with a short answer in English Then repeat the activity, getting individual Sts to repeat instead of answering just yes or no. Emphasize that you are the contractions. in the positive short answer is not contracted. FOR SPEAKERS OF SPANISH Pocket Book Grammar: verb be The you form of the verb be has two possible negative (singular): I and you contractions: you aren’t and you’re not. Both forms are common, but we recommend you teach only you aren’t so as not to confuse Sts. 3 VOCABULARY numbers 0–10 a e 1.7 Some Sts may already know some numbers in EXTRA SUPPORT If you have a monolingual class, don’t be English, but real beginners probably won’t know the afraid of using your Sts’ L1 to talk about the grammar rules. correct pronunciation or spelling of all the numbers 0–10. At this level it is unrealistic to expect Sts to fully understand Focus on the photos and elicit, if possible, what Sts can grammar rules in English. see, i.e. two cappuccinos, one cappuccino and two teas, etc. Focus on the example sentences and teach Sts the words + = positive, – = negative, and ? = question. Tell Sts to listen to the conversation and tick the correct photo. Play both audio e 1.4 and e 1.5 for Sts to listen and repeat. Encourage them to copy the rhythm. Get Sts to compare and then play the audio again if necessary. Then go through the rules with the class. Check the answer. Focus on the two information boxes and go through them with the class. 2 Now focus on the exercises for 1A on p.155 and get Sts to do them individually or in pairs. If they do them e 1.7 individually, get them to compare answers with a partner. A A cappuccino, please. Check answers, getting Sts to read the full sentences. B A tea for me. C And a tea for me, too. a Assistant What’s your name? 1 Hi. I’m Tony. A Maria. 2 Hello. I’m your teacher. You’re in my class. B I’m Andrew. 3 I’m in class 4. C I’m Sally. 4 You’re in room 3. Assistant Two teas and one cappuccino. b 1 You aren’t in class 5. You’re in class 4. Write the numbers 1, 2, 3 on the board and elicit the 2 You aren’t in room 6. You’re in room 7. numbers from Sts. 3 I’m not Marina. I’m Marisa. Try to elicit the numbers four to ten and zero onto the c board. For 0, teach zero /ˈzɪərəʊ/. If Sts don’t know any 1 Am I in room 4?   2 Are you Silvia?   3 Am I in class 3? numbers, don’t worry, as they will be looking at numbers d in the next exercise in the Vocabulary Bank. 1 A Am I in room 8? b Tell Sts to go to Vocabulary Bank Numbers on p.178. B No, you aren’t. You’re in room 6. Write the page number on the board. Highlight that these 2 A Are you in class 4? pages (Vocabulary Banks) are the vocabulary section, B No, I’m not. I’m in class 5. 3 A Are you Henry? where Sts will first do all the exercises, and will then have B Yes, I am. Nice to meet you! the pages for reference to help them remember the 4 A Am I in your class? words. B Yes, you are. I’m your teacher. 1A 13 4031103 EF4e Beg TG Spain.indb 13 04/02/2019 15:12  d e 1.10 Focus on the instructions and example. Vocabulary notes Demonstrate by saying two numbers yourself and In the Vocabulary Bank, the phonetic transcription is eliciting the next one from the class. given for all new words. Explain this to Sts and tell them Play the audio and pause after the first pair of numbers. that they will be learning the phonetic symbols gradually Ask Sts what the next number is (nine). Make sure Sts are throughout the course, but not to worry about them for clear what they have to do before continuing. the time being. Play the rest of the audio and give Sts time to say the next ! 0 can be said in different ways in English, e.g. zero number. Get a whole class response. (the most general), oh (in phone numbers), nought (in mathematics), etc. We teach just zero here, but point out e 1.10 the use of oh in phone numbers, as Sts may want to use one, two (pause) three it as an alternative in 2B, where they learn to say phone seven, eight (pause) nine numbers. three, four (pause) five five, six (pause) seven e 1.8 Look at 1 0–10 and focus on a. Play the audio four, five (pause) six for Sts to listen and repeat the numbers in chorus. Pause two, three (pause) four the audio as necessary. Highlight the word stress and six, seven (pause) eight zero, one (pause) two the pronunciation of the more difficult words. Give eight, nine (pause) ten further practice as necessary, modelling and drilling the pronunciation yourself, or using the audio, and getting Then repeat the activity, eliciting responses from choral and individual responses. individual Sts. e 1.8 EXTRA IDEA Give Sts more practice by doing simple sums See 0–10 in Student’s Book on p.178 with them on the board, e.g. What’s four and two? FOR SPEAKERS OF SPANISH Pocket Book Vocabulary: Focus on the Word stress box and go through it with the numbers 0–10 class, demonstrating (or explaining in L1) that in English, one syllable is always pronounced more strongly than the other(s) in multi-syllable words. Throughout English File, 4 PRONUNCIATION /h/, /aɪ/, and /iː/ word stress is marked by underlining the stressed syllable. Pronunciation notes Focus on b. Get Sts to cover the words and say the You may want to highlight to Sts the following sound– numbers. Sts can do this individually or with a partner. spelling patterns. Use Sts’ L1 to do this if you know it. Monitor and help. Make a note of any pronunciation problems they are having. /h/ H at the beginning of a word is pronounced /h/, e.g. hello. (There are a few exceptions, but apart from hour, Point to the numbers you wrote on the board earlier and the others are not relevant for Sts at this level.) model and drill the ones that Sts find difficult. Finally, focus on Activation. Individually or in pairs, Sts /aɪ/ This is actually a diphthong (literally ‘two sounds’). It is often spelled i before a single consonant followed count from zero to ten, and then down from ten to zero. by silent e, as in the example word bike. EXTRA IDEA Count round the class from zero to ten. Point /iː/ Two of the most common spellings of this sound to Sts at random, and encourage them to count a little bit are double e, as in meet, and ea, as in repeat. faster each time you start from zero. Then count backwards See also Pronunciation in the Introduction, p.8. from ten to zero. EXTRA CHALLENGE Get Sts to count up and down in twos, a e 1.11 Focus on the three sound pictures house, bike, i.e. two, four, six, etc. and tree. Tell Sts that they are example words to help them to remember English sounds. Tell Sts to go back to the main lesson 1A. Explain that the phonetic symbol in the picture represents c e 1.9 Focus on the squares and the example (7 in the the sound. Phonetic symbols are used in dictionaries to first square). Demonstrate / Explain the activity by playing help learners pronounce words correctly. the first number on the audio. Focus on the chart and play the audio once the whole Then play the rest of the audio and get Sts to write down way through for Sts just to listen. the numbers in digits in each square. Pause the audio if Sts need more time to think and write. e 1.11 Check answers by drawing the ten squares on the board See words and sounds in Student’s Book on p.9 and completing them with the numbers as digits. Focus on the sound picture house. Play the audio to 3  ​0  ​8  ​9  ​1  ​4  ​5  ​6  ​2  ​10 model and drill the word and the sound (pause after the sound). e 1.9 Now focus on the words after house. Explain that the pink seven, three, zero, eight, nine, one, four, five, six, two, ten letters are the /h/ sound. Play the audio, pausing after each word for Sts to listen and repeat. EXTRA CHALLENGE Get Sts to write the numbers as words. Now repeat the same process for bike /aɪ/ and tree /iː/. Try Then check answers and add them to the board yourself. to exaggerate the /iː/ so that Sts realize that it is a long sound. 14 1A 4031103 EF4e Beg TG Spain.indb 14 04/02/2019 15:12  Play the audio again from the beginning, pausing after the words are in their L1. Give further practice as necessary, each group of words for Sts to listen and repeat. Give modelling and drilling the pronunciation yourself, or using further practice if these sounds are a problem for your Sts. the audio, and getting choral and individual responses. Then repeat the activity, eliciting responses from Highlight the silent d in Wednesday /ˈwenzdeɪ/, the individual Sts. pronunciation of Tuesday /ˈtjuːzdeɪ/ and Thursday Finally, get Sts, in pairs, to practise saying the words. /ˈθɜːzdeɪ/, which Sts usually find tricky. EXTRA SUPPORT If these sounds are difficult for your Sts, e 1.13 it will help to show them the mouth position. You could See days of the week in Student’s Book on p.9 model this yourself or use the Sound Bank videos on Online Practice. Focus on the Capital letters box and go through it with b e 1.12 Focus on the sentences and play the audio once the class, explaining that in English, unlike some other the whole way through for Sts just to listen. languages, days of the week begin with capital letters. b Explain the words today and tomorrow by writing the actual e 1.12 date (not the day of the week) on the board. Point to it and See sentences in Student’s Book on p.9 say today. Then write the next day’s date and say tomorrow. Ask Sts What day is today? Elicit the day of the week. Then Now play the audio again, pausing after each sentence for ask What day is tomorrow? and elicit the response. See if Sts to listen and repeat. Then repeat the activity, eliciting any Sts know what the weekend is, and elicit the days. responses from individual Sts. Drill the pronunciation of today, tomorrow, and the Get Sts to practise saying the sentences in pairs. Monitor weekend. Make sure Sts don’t pronounce the double r in and help with any pronunciation problems. tomorrow too strongly. FOR SPEAKERS OF SPANISH Online Practice Pronunciation: Get Sts to complete the exercise with the correct days. the alphabet Make sure they start with a capital letter. c Get Sts to cover a, or to close their books, and say the days of 5 SPEAKING the week first together, and then individually round the class. Focus on the flow chart. Demonstrate the conversation on Finally, elicit which days Sts have English classes. the left side with a student whose name you remember. EXTRA IDEA For further practice, you could say one day and Do the same with two other Sts. then get the class or individual Sts to say the next day, e.g. Demonstrate the right side of the conversation with a T Tuesday  Sts Wednesday student whose name you pretend to have forgotten. Do the same with two other Sts. d e 1.14 Focus on the photo and elicit who the two people are (Helen and Tom). Now focus on the phrases for saying Model and drill both conversations, getting Sts to goodbye. Demonstrate by pretending that you are leaving repeat them after you. Then see if Sts can remember the for the day. Walk towards the door and say, for example, conversations without looking at their books. Goodbye! See you tomorrow / on Wednesday, etc. Play the Tell Sts to move around the class and practise the audio once the whole way through for Sts just to listen. conversations from memory with other Sts. This activity, as well as consolidating the new language, e 1.14 will help Sts remember each other’s names. See sentences in Student’s Book on p.9 Monitor and help, dealing with any general pronunciation problems at the end. Now play it again for Sts to listen and repeat. Highlight that goodbye has the stress on the second syllable. Show / EXTRA SUPPORT Tell Sts to close their books. Elicit the two Explain that bye is a shorter form of goodbye and it is more conversations onto the board. They can refer to this during informal. the activity if they can’t remember the phrases. e Get Sts to practise by saying Goodbye to the person next EXTRA IDEA Before Sts start, you could put music on. Tell Sts to them. Demonstrate / Explain that we often combine to move around the room. When the music stops, Sts should bye or goodbye with another phrase such as See you + day. do their role-play with the person nearest them. FOR SPEAKERS OF SPANISH Online Practice Vocabulary: classroom language 6 VOCABULARY days of the week, saying goodbye FOR SPEAKERS OF SPANISH Online Practice Listening: The Vocabulary notes first day of class Highlight the use of capital letters for days of the week, as in many languages this is not the case. You may need to WORDS AND PHRASES TO LEARN point out that in the UK (and many parts of the world), the e 1.15 Tell Sts to go to p.193 and focus on the Words and weekend is Saturday and Sunday – there are some parts phrases to learn for 1A. Make sure Sts understand the of the world, e.g. the Middle East, where it is Friday and meaning of each word or phrase. If necessary, remind them Saturday. of the context in which the words and phrases came up in the lesson. If you speak your Sts’ L1, you might like to elicit a a e 1.13 Focus on the task and tell Sts those are the seven translation for the words / phrases for Sts to write down. Play days of the week. the audio, pausing after each phrase for Sts to repeat. You Play the audio for Sts to listen and repeat the days in chorus. may also like to ask Sts to test each other on the phrases. Pause the audio as necessary. Make sure Sts know what 1A 15 4031103 EF4e Beg TG Spain.indb 15 04/02/2019 15:12  1B World music G verb be (singular): he, she, it V countries e 1.16 (Extracts of the following:) P /ɪ/, /əʊ/, /s/, and /ʃ/ 1 Spanish flamenco music 2 US country music 3 Chinese music Lesson plan 4 Turkish music The topic of this lesson is world music, which provides 5 English folk the context for learning the names of countries, and the grammar: the he, she, and it form of the verb be. b e 1.17 Play the audio for Sts to listen and check. The vocabulary is first introduced through music, and Sts Check answers. Ask how many Sts were able to guess all then learn more country words in the Vocabulary Bank, of the countries. and practise asking where people are from and where places are. He is, she is, and it is are then presented in Grammar e 1.17 1 Spain through a conversation about where different musicians 2 the United States are from. This is followed by Pronunciation, where Sts are 3 China introduced to four new sounds: /ɪ/, /əʊ/, /s/, and /ʃ/. Finally, 4 Turkey in the last activity, Sts first practise distinguishing between 5 England the pronunciation of he and she, and then they identify the nationality of different people and things connected to c Tell Sts to go to Vocabulary Bank Countries and music. nationalities on p.179. Write the page number on the board. More materials for speakers of Spanish Vocabulary notes For teachers on Oxford Premium As Sts are beginners, we have restricted the number of Photocopiables countries taught in the Vocabulary Bank to 15, and Grammar verb be (singular): he, she, it these same countries are then recycled and revised in Communicative Where are they from? subsequent lessons. Teachers will probably also want to Vocabulary Countries teach Sts their own and neighbouring countries if these For students do not appear in the Vocabulary Bank. Workbook 1B Countries Online Practice 1B The UK (the United Kingdom) = England, Scotland, Wales, Plus extra Vocabulary and Pronunciation for speakers of and Northern Ireland. Great Britain is also often used, Spanish: more countries; country names and technically refers to the island including England, Grammar and Vocabulary Pocket Book Scotland, and Wales, but not Northern Ireland. Explain that the United States is the shortened form of the OPTIONAL LEAD-IN (BOOKS CLOSED) United States of America. You could also point out that Pin a world map to the wall, or project one onto the board. Americans usually say the USA, but both are possible. Point to Sts’ country / countries and elicit the name(s). Write it / them on the board. Model and drill the pronunciation. e 1.18 Look at 1 Countries and focus on a. Play the Point to England and elicit the name. Write it on the board. audio for Sts to listen and repeat the countries in chorus. Model and drill the pronunciation. Pause the audio as necessary. Highlight the word stress and the pronunciation of the more difficult words. Give Finally, if you are from a different country, point to it on the further practice as necessary, modelling and drilling the map and elicit the name. Write it on the board. Model and pronunciation yourself, or using the audio, and getting drill the pronunciation. choral and individual responses. 1 VOCABULARY countries e 1.18 a e 1.16 Books open. Focus on the five countries and use a See Countries in Student’s Book on p.179 map or Sts’ L1 to elicit what the countries are. Tell Sts that they are going to hear a short piece of music from each Focus on the Capital letters box and go through it with of the countries in the list. They have to guess where each the class, explaining that in English countries always begin one is from. Tell them to write the number of their guess with capital letters. in the box. Focus on b. Teach Sts the name of their country if it is not Play the first piece of music on the audio and pause. Point in the list and you didn’t do the Optional lead-in. Write out the answer (1) in the box next to Spain. it on the board and model and drill the word. Tell Sts to When you are sure that Sts understand the task, play the write it in the gap. rest of the audio. Pause as needed for Sts to write their Now do Activation. Get Sts to cover the words in a, answers. look at the photos, and say the countries. Sts can do this individually or with a partner. Monitor and help. 16 1B 4031103 EF4e Beg TG Spain.indb 16 04/02/2019 15:12  Listen for any general pronunciation mistakes. Write the the pronunciation of the city names. Either get Sts A to words on the board, and model and drill them with choral ask all their questions and then swap, or you could get Sts and individual repetition. to ask alternate questions. When Sts have finished, find Tell Sts to go back to the main lesson 1B. out who got most of the answers correct. EXTRA SUPPORT If you think Sts need more practice, you EXTRA SUPPORT If Sts are having trouble understanding the may want to give them the Vocabulary photocopiable name of the places their partner is saying, tell them to write activity at this point. the name on a piece of paper. d e 1.19 Sts have already seen that one syllable in a multi- Tell Sts to go back to the main lesson 1B. syllabic word is pronounced more strongly than others FOR SPEAKERS OF SPANISH Online Practice Vocabulary: (= word stress). Here they see that certain words (the ones more countries which carry the important information in a sentence) are pronounced more strongly than others (= sentence FOR SPEAKERS OF SPANISH Online Practice Pronunciation: rhythm), e.g. in Where are you from?, where and from are country names pronounced more strongly than are and you. Where and FOR SPEAKERS OF SPANISH Pocket Book Vocabulary: from are important to understand the question. countries and nationalities (countries) In the answer I’m from Toledo, Toledo is stressed, as it is important to understand the answer. Focus on the instructions and the conversation. 2 GRAMMAR verb be (singular): he, she, it Demonstrate / Explain to Sts, in their L1 if you know it, a e 1.20 Focus on the poster and the conversation. You that the bold words in the conversation are stressed more could ask Sts if they know any of the people on the poster. strongly than the others. Then tell Sts to read and listen to the conversation and Then play the audio once the whole way through for Sts complete each gap with a country. just to listen. Play the audio once for Sts to listen and complete the conversation. e 1.19 Play the audio again, as necessary. See conversation in Student’s Book on p.10 Check answers. You could tell Sts that Caetano Veloso is a Brazilian singer-songwriter, musician, and writer, and Elicit / Explain / Demonstrate the meaning of each phrase. Lila Downs is a Mexican-American singer-songwriter and Make sure Sts know that Toledo is a city in Spain. actress. Now play the audio again, pausing after each line for Sts to listen and repeat. Encourage them to get the rhythm 1 Brazil  2 Brazil  3 Mexico correct. EXTRA SUPPORT Get Sts on one side of the classroom to e 1.20 repeat the questions in chorus. Then have Sts on the other A Wow! Caetano Veloso! B Where’s he from? side repeat the answers. Finally, repeat, swapping roles. A He’s from Brazil. e Put Sts in pairs, A and B. Focus on the instructions B Is Lila Downs from Brazil, too? and demonstrate that they are going to practise the A No, she isn’t. She’s from Mexico. B Is she good? conversation using their own countries and cities. Get a A Yes, she is. Very good. good pair to demonstrate the activity. Get Sts to practise with their partner, inserting their own b e 1.21 Play the audio again, pausing for Sts to listen and town / city and country. repeat. Try to get Sts to pronounce the s in Where’s and Now ask Sts to get up and practise the conversation with he’s as /z/ and the letters sh in she as /ʃ/. other Sts. e 1.21 EXTRA IDEA If your Sts all come from the same place, you Same as script 1.20 with repeat pauses could ask them to choose a different country from the Vocabulary Bank and choose a city, e.g. the capital. c Put Sts in pairs. Focus on the instructions and get a good f MEDIATION ACTIVITY Tell Sts that they are going to ask pair to demonstrate the activity. each other where certain places are. Now ask Sts to practise the conversation. Now put Sts in pairs, A and B, and tell them to go to Make sure they swap roles. Monitor and help. Communication Where is it?, A on p.140 and B on p.144. Write any pronunciation mistakes on the board and Go over the instructions and make sure Sts understand correct them afterwards. what they have to do. Focus on the question in the d Focus on the photos. Ask He, she, or it? for each photo. Tell speech bubble and the three possible answers. Stress that Sts to match each word to a photo. they must answer each question using one of the three Check answers. Make sure Sts understand that he is used options in the speech bubbles, depending on whether for a male person, she for a female person, and it for they know the answer. Demonstrate by asking Sts about places, things, etc. different cities that are not in the exercise, but are in countries they know how to say, e.g. Where’s Geneva? 1 he  2 she  3 it Now get Sts to sit face to face if possible, and get Sts A to start by asking their questions. Tell Sts not to worry about 1B 17 4031103 EF4e Beg TG Spain.indb 17 04/02/2019 15:12  e Here Sts see where the new forms of the verb be, which 4 A Is Ivan from Poland? they have just learned, fit into the chart along with the B No, he isn’t. He’s from Russia. forms they already know (I and you). Focus on the chart 5 A Is Strasbourg in Germany? and make sure Sts understand singular. Point out the B No, it isn’t. It’s in France. positive and negative columns, and give Sts time to c complete the gaps. 1 A Where’s Bergamo? Is it in Italy? Get Sts to compare with a partner, and then check answers. B Yes, it is. 2 A Where’s Alex from? Is he from Mexico? B No, he isn’t. He’s from the USA. he’s he isn’t 3 A Where are you from? + she’s − she isn’t B I’m from Cambridge. 4 A What’s your name? it’s it isn’t B My name’s Ana. I’m from Chicago. A You’re from Chicago! I’m from Chicago, too! It’s a great city. f Tell Sts to go to Grammar Bank 1B on p.154. Tell Sts to go back to the main lesson 1B. Grammar notes EXTRA SUPPORT If you think Sts need more practice, you verb be (singular): he, she, it may want to give them the Grammar photocopiable In English, he is used for a male person and she for a activity at this point. female person. Things in English don’t have a gender as FOR SPEAKERS OF SPANISH Pocket Book Grammar: verb be they do in many languages. It is used for everything which (singular): he, she, it is not a man or a woman, e.g. things, countries, places, buildings, etc. Animals are often it, but can also be he or she if they are yours and you know the sex. 3 PRONUNCIATION /ɪ/, /əʊ/, /s/, and /ʃ/ Remind Sts that in conversations, it is more common to Pronunciation notes use contractions than full forms. You may want to highlight some or all of the following Point out that is is contracted in conversation after sound–spelling rules. question words, e.g. What’s your name? Where’s he from?, but are isn’t contracted in Where are you from? /ɪ/ The letter i between consonants is usually pronounced /ɪ/, e.g. fish. NB England (the e = /ɪ/) is The he / she / it form of the verb be has two possible irregular. negative contractions: he / she / it isn’t and he’s / she’s / it’s not. Both forms are common, but we recommend you /əʊ/ In English, the sound of the letter o in phone is a diphthong (literally ‘two sounds’), i.e. a combination teach only he / she / it isn’t so as not to confuse Sts. Only of the two sounds /ə/ + /ʊ/. It is usually spelled by the point out the alternative form if Sts ask about it. letter o or o + consonant + e. Focus on the example sentences and play audio e 1.22, /s/ The letter s at the beginning of a word is nearly e 1.23, and e 1.24 for Sts to listen and repeat. always pronounced /s/, e.g. sit, stand. Encourage them to copy the rhythm. The letter c is pronounced /s/ before i and e, e.g. Then go through the rules with the class. cinema, city, centre, but /k/ before a, o, u, and before Focus on the two information boxes and go through consonants, e.g. cat, cot, cut, close, etc. them with the class. /ʃ/ The consonants sh are always pronounced /ʃ/, Now focus on the exercises for 1B on p.155 and get e.g. she. The letters ti also produce this sound in words Sts to do them individually or in pairs. If they do them that include the syllable -tion, e.g. nationality. NB Russia individually, get them to compare answers with a partner. (the letters ss = /ʃ/) is an exception. Check answers, getting Sts to read out the full sentences. ! Make sure Sts make a /ʃ/ sound and not an /s/ sound for /ʃ/. It might help to tell Sts that /ʃ/ is the sound of a silence by putting your finger to your mouth and saying 1 She’s from Germany. 2 It’s in Turkey. shh. 3 He’s from Brazil. a e 1.25 Focus on the four sound pictures fish, phone, 4 It’s in Russia. 5 He’s from England. snake, and shower. Remind Sts that they are example 6 She’s from Switzerland. words to help them to remember English sounds, and 7 It’s in Spain. that the phonetic symbol in the picture represents the 8 He’s from Mexico. sound. b Focus on the exercise and play the audio once the whole 1 A Where’s Osaka? Is it in Japan? way through for Sts just to listen. B Yes, it is. 2 A Is Mark from the USA? e 1.25 B No, he’s from England. See words and sounds in Student’s Book on p.11 3 A Where’s she from? B She’s from Rio. Focus on the sound picture fish. Play the audio to model and drill the word and the sound (pause after the sound). Now focus on the words after fish. Remind Sts that the pink letters are the /ɪ/ sound. Play the audio, pausing after 18 1B each word for Sts to listen and repeat. 4031103 EF4e Beg TG Spain.indb 18 04/02/2019 15:12  Repeat the same process for phone /əʊ/, snake /s/, and shower /ʃ/. e 1.29 1 He’s from Egypt. Now play the audio again from the beginning, pausing 2 She’s from Germany. after each group of words for Sts to listen and repeat. 3 She isn’t from Japan. Then repeat the activity, eliciting responses from 4 Is he from Turkey? individual Sts. Give further practice as necessary. 5 He isn’t from England. 6 Is she from Brazil? Finally, get Sts, in pairs, to practise saying the words. EXTRA SUPPORT If these sounds are difficult for your Sts, Now play the audio again, pausing after each item for Sts it will help to show them the mouth position. You could to listen and write. Play again as necessary. model this yourself or use the Sound Bank videos on Get Sts to compare with a par