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They wanted to be sure that people were safe, so they made plans to move people from the cities to the countryside. In the first four days of September , nearly three million people were transported from towns and cities which were in danger. Most were schoolchildren, but some of their teachers were also evacuated, as well as mothers with children under the age of five, pregnant women and a number of disabled people.
Some children went to stay with relatives, but others were sent to live with complete strangers. A label was tied to each child giving their destination and they were then transported by train or road to smaller towns and villages in the country. For many children it was the first '"'. Ask an older relative to tell you about an experience from their childhood.
Write six sentences about their story. Complete the sentences with t he affirmative, negative or interrogative form of used to and the verbs in the box. I don't know. There are always lots of people, so I hope I'll the crowds soon. Read the text. Choose the correct answers. Rewrite these past simp le sentences with the correct form of used to. Write five sentences. I can l1nderstanda magazine article abol1taperson with memoryloss. Match Ch 13 Maths Class 10 Pdf Workbook Pdf the sentences a-f with the.
What do you. It's on a weekday. There is one sentence that you do not need. Write down two things you find easy to remember and two things which you find difficult to remember. When British musician, Clive Wearing, woke up on Wednesday 27 March, , he could not answer a simple question or even remember his wife's name. His wife, Deborah, called the doctor. His wife took him straight to hospital. When Clive went into a coma, the doctors finally diagnosed a dangerous virus.
However, they were wrong. Clive got better physically, but unfortunately his mental condition did not improve. His story is thought to be one of the most shocking cases of amnesia ever recorded. The one thing that Clive did recall when he woke up was that he had a wife, and he knew that he loved her, but Clive now had a short-term memory of less than thirty seconds.
Whenever Deborah left him, even if it was just to go to the bathroom, when she came back Clive talked to her as if it was the first time he had seen her that day.
Clive spent seven years in a psychiatric ward in a hospital, before moving to a special unit for people with brain injuries. Unfortunately, his amnesia did not improve. But Deborah still loved Clive. She realised that she couldn't live without him and nine years later, she rang him and asked him if he would like to get married again. Of course, he couldn't remember getting married the first time or getting divorced, but he agreed.
Complete the dialogue with suitable phrases. Use exercises 1 and 3 to help you. Lily Did you hear 1. Lily Well, I'd been shopping with some friends and we were getting the bus home. We were so busy chatting. We didn't qualify for the next round of the football tournament yesterday. Lily Well, the bus driver was really helpful and he said that he was going back the way we'd come.
It took ages, but. They got out of the sea and tried to get dry. Complete the sentences with an adjective formed from the verbs in the box. Use the correct -ed or -ing endings. Choose the correct time expressions. My dad managed to stop at the side of the road and we called the rescue service.
We sat down on the grass with our luggage, and called a taxi. The taxi came and took us back home. A Suddenly, I felt a pain in my right foot. My grandmother had told us that there were some dangerous fish in the sand. She said that these fish, called weaver fish, had stung several swimmers recently. I felt guilty that I hadn't put my beach shoes on and I started to cry. B In the end, my foot stopped hurting and I felt very relieved.
Finally, I went back to sit with my grandparents on the beach. I didn't go into the sea again that day, and it was the last time I ever went walking on a beach with no shoes! Write a narrative about an accident you have had or seen. Remember to use paragraphs and narrative time expressions. Who were you with? How did you feel? What happened next? How did people react? How did you feel afterwards?
Last summer, I was in England with my family visiting my grandparents. One day, we decided to go to the coast. We drove to the nearest beach, and put on our swimming costumes.
But I didn't listen and ran straight into the sea. D At first, my mother thought that I had cut myself on a piece of glass, but then I showed her my foot. There were four small holes where the weaver fish had stung me. We went and asked a lifeguard for help.
He told me to sit down, and a few minutes later, he brought me a bowl of hot water and told me to put my foot in it. Apparently, the hot water brings the poison out of the foot. Complete the sentences with an adjective. Use the correct form of used to, be used to or get used to. S We didn't understand the maths homework. Try to focus on the key words while you listen to help you identify the differences between them.
Match the speakers with the statements A-F. There is one statement that you do not need to use. This person thinks that: A governments are generally quite honest. B governments shouldn't control every aspect of people's behaviour. C government laws protect people from illegal activities.
D governments have too much of our personal information. E all political parties wish to control people's behaviour to some extent. F people don't care how much governments control their behaviour. Underline any key words connected to people, places or events. The Lady of the Lamp Probably one of the most famous people in the medical profession is the English nurse Florence Nightingale.
Florence was born into a wealthy family in , and as she grew up, she developed an interest in helping others. By the age of seventeen, she had decided that she wanted to become a nurse.
At first, her parents would not let her, because they believed it was not a suitable profession for a woman. It was not until Florence was 31 that her father eventually gave his permission, and she was able to go to Germany to train as a nurse.
By , Florence was running a women's hospital in London. However, her services were soon needed abroad because of the Crimean War, which started in She travelled to Scutari in Turkey to help the wounded soldiers, and she was horrified by the hospital conditions she found there. Many of the injured men hadn't washed for weeks, and they were sleeping in dirty, overcrowded rooms. Disease spread quickly in these conditions, so many of the patients died. At that time, only one in six patient deaths were due to actual wounds; other deaths were due to infections and disease.
Florence and her nurses soon went about changing the situation. They set up a kitchen to provide better food for the patients and a laundry to wash their clothes. Florence also reported the conditions to the War Office back home, and forced them to carry out important sanitary reforms in the military hospitals. Florence gradually became known by her patients as 'the Lady of the Lamp', because she was the only woman allowed in the hospital after eight o'clock at night, so the soldiers became used to seeing her holding a lantern.
She hardly slept, and she was on her feet for twenty hours a day. The wounded men loved and respected her, and she was seen as a hero back home in England. However, it was not fame that Florence wa nted, and when the war finished in , she returned to England in secret. She wrote a book called Notes on Nursing, and met Queen Victoria to discuss the future of nursing. The Nightingale School and Home for Nurses opened in , and five years later the first trained Nightingale nurses started work.
Florence passed away peacefully in her sleep in her own house on 13th August, , at the age of B objected to her career choice. C wanted to move to Germany. D wanted her to be a nurse. B was sick and had to go to hos pital in London. C thought soldiers' wa r inju ries were horrifying. D found out that fewer sold iers died of war wounds than died of illnesses.
B decided to work for the War Office. C initiated changes in military service. D introduced major improvements. These two photographs show two women posing for the camera. Compare and contrast them and say which of the two situations you would prefer to be in and why.
B she helped her patients to go to sleep. C she let patients have the lights on at night. D she needed very little sleep. B Florence became famous as a full time writer.
C professional training for nurses began in England. D Queen Victoria met with nurses to discuss their future. Then read the text more carefully and decide what kind of word you need for each gap, e. Complete the text by writing the correct word in each gap. Th e best memory I have is the time I spent volunteering for six weeks in Bristol about two years ago.
After a while I found 6 that everyone thought :h e meals we were serving were a bit boring, so I offered :0 prepare traditional dishes from my country instead.
Talk about your experiences. Imagine you were travelling around your country du ring the summer holidays when a relative of yours introduced you to a famous person. Write a letter about it to your foreign friend words. Match the speakers with the descriptions a-f. I am often bored. Match the speakers with the jobs in the photos a-c. Speaker 1 Speaker 2 Speaker 3.
Let's today. My brother because he's got flu. Emily needs to her listening skills. The Ncert Class 10th Maths 7.2 Solutions To Pdf lift so we'll have to take the stairs. Join the two sentences with a relative claus e. Use th e pronouns who, which, where or whose. She runs the office. His job is to do the pape rwork.
They deal with the publ ic there. I got it for my birthd ay. My sister is applying for it. I borrowed her phone. He served me. Scientists do experi ments there. She lives in New York in a flat sh e shares with two friends ever met. The one.
Read the leaflet below about the Erasmus Programme. Which organisation set up the scheme and when? Match the headings with the paragraphs A-F. There is one heading that you do not need. S What is the programme? Would you like to take part in the scheme? It was set up by the European Union. You can stay for anything between three months and an academic year.
Erasmus was very open-minded. He lived and worked in many countries around the world in order to learn more about different cultures. The first year, 3, students took part. Nowadays, around , students from 31 different countries participate each year. Are you studying for a diploma or a degree at a recognised university? Have you already completed the first year of your course?
Then you're eligible for a place on Erasmus. You will gain an understanding of your host country and be part of an international community of students. Having Erasmus on your CV can offer you many opportunities, as employers see it as a positive educational experience. For the additional expense of living abroad, you can apply for an Erasmus grant or scholarship. His films inc lude Harry Potter and the Twilight series. Complete the sentences with a name and the correct -elat ive pronoun.
Use the photos below to help you. Ladi Gaga, who"e real name i" 'i:Jtefanni Joanne! Replace the word in bold with one used for both men and women. Order the jobs from the most to the least physically challenging and write a short description of each. One of these women is Dany Cotton.
Dany spends a lot of her time trying to change the image of the Fire Brigade. She recently took part in a national campaign promoting firefighting as a career for girls in secondary schools. During the campaign. Both men and women must be fit and healthy. However, Dany's favourite question is this: 'How can a woman carry a man down a ladder from a building which is on fire?
She describes. Dany says that saving people from burning buildings is not the only thing that firefighters do. One of the most important jobs they do these days is in the community. Fire officers visit thousands of homes. Women are often good at doing this because of their ability to communicate well. Most of Dany's work in the Fire Brigade these days is as a manager in an office.
One of the things she finds most interesting about her job is this combination of using her skills with people and working in real life emergency situations. Complete the words relating to job qualities.
What job is he interview for? What three qualities does the girl say sh e has? Read the advert and write an interview dialogue for the job. Shop assistant required for a new clothes shop opening in the town centre. You will be polite and enthusiastic and good at dealing with customers. Hours 9. Saturdays only. Preparation 1 Where should the writer put these pieces of information? Match A-D with gaps in the letter.
A the date B the job he is writing about C the address of the person he's writing to D his own address. Read the letter in exercise 1 again and complete the formal phrases needed to apply for a job in a hotel.
Writing guide I am writing to apply fo r the post of part-time sales assistant, which I saw advertised in las t Sunday's newspaper. Remember to follow the instructions carefully. Last summer I worked in the ticket office of a small independent cinema in Portsmouth. M y responsibilities included ticket sales and checking tickets. I consider myself to be reliable and enthusiastic. If necessary I can supply a reference from the manager of the cinema where I worked last summer.
I am available for interview any afternoon after 3 p. If my application is successful, I will be available to start work on 15th July when I finish my exams. I am enclosing my Cv. Mention the job you are applying for and where you saw the advert. Give details of previous work experience and responsibilities. Mention any relevant personal interests.
Talk about why you are right for the job. List your personal qualities and offer to send a reference. Say when you are available for interview and when you could start work. D where he saw the advertisement D what references he can send D what relevant work experience he has D wh en he can start work. Have you: included the appropriate addresses and the date?
Use who, which, h ere or whose. I celebrated my birthday there. I can talk about education. I can ask and answer questions at a job interview. Her father is a record manager. Match each speaker with an adjective from A and a part of the body from B.
There is one word in each group that you do not need. A black. Find out where in the body you can find them or which part of the body they connect to. Past simple and present perfect contrast I can correctly use the pastsimple. Rewrite them correctly 'f necessary. He 1 break the world lOOm and m records several times and he also holds the record for the 4 x lOOm relay with his team mates. However, Usain 2. When he was a child, he - - - - - spend his time playing football and cricket in the street with his brother.
He 5 win his first gold medal at the World Championships, where he was so nervous that he actually 6 put his running shoes on the wrong feet. Since then, however, he - - - - - learn to deal with his pre-race nerves and they no longer affect him.
More importantly, Bolt is loyal to his country. A number of American clubs 8 offer him a contract over the years, but so far he 9 say that he doesn't want to leave Jamaica.
We could win the league! Use the past simple and the present pe rfect. Read on to find out more. The hamburger started life as small pieces of raw beef which were eaten by the Tartars, a tribe who invaded Europe in the Middle Ages.
Before eating it, they used to put the meat on their horse under the saddle they were sitting on in order to make it soft. When the Tartars arrived in Hamburg, the people mixed the beef with local spices, fried it and called it the Hamburg Steak. Germans who emigrated to the USA took this recipe with them and it became known as a hamburger there. Answer the questions. Montague enjoyed playing cards in his favourite restaurant, the Beef Steak Club in London.
He could be found there most days and some of his games lasted for hours. One day, instead of stopping to eat lunch, Montague asked a servant to bring him some meat between two slices of bread to prevent the cards from getting dirty.
When the other players saw this, they began to order 'the same as Sandwich', and so the sandwich got its name. In , Queen Margherita of Italy invited chef Rafaelle Esposito from his pizzeria to visit the royal palace and bake a selection of pizzas for her. Wanting to impress the queen, Rafaelle made a very special pizza. It was large and topped with tomatoes, mozarella cheese and fresh herbs to represent the Italian flag, which is red, white and green.
The Queen was delighted with this design and the pizza became one of her favourite foods. When people heard about this, they all wanted to try it and so the pizza Margherita was born.
Say which region they are from and if they are healthy or not. Complete the text with the present perfect simple or the present perfect continuous form of the verbs in brackets. Match sentences in exercise 1 with the uses of the present perfect continuous a and b.
He 2 on a diet for the last two months, so he stop eating bread completely. Ch oose the correct answer. Write questions with the present perfect simple and the present perfect continuous. Then, answer the questions with a complete sentence. Match the sentences Ca-f with the gaps in the text. Can you me your holiday photos? Whose is it? Choose one of the characters in the box, or your own. Write a short description of them and their special powers or abilities.
One summer evening in Tucson, USA, a man called Tom Boyle performed an amazing act of strength to rescue a cyclist who had been run over by a car. After shopping at the mall, Boyle and his wife were in their truck at the exit of the car park waiting to drive onto the main road. Suddenly the car in front, a Camaro, drove out and ran straight over an year-old cyclist.
Boyle and his wife could not believe their eyes and Boyle did not take much time to react. As Boyle ran towards the car, the driver got out. Without stopping to think, Boyle lifted up the 3, kg Camaro so that the driver could pull the cyclist out. About 45 seconds later, Boyle put the car back down onto the road and went to help the cyclist.
He even received an award for his brave actions. But to this day, he cannot understand how he lifted up that car. They claim that when the brain detects an extreme situation, it sends more adrenaline and a substance called cortisol into the blood stream. We become, in effect, superhuman. He's got a temperature I dizzy. Patient Hello, doctor. Put the dialogue in the correct order. I'll wri te. Listen to five patients explaining their symptoms to the doctor.
Match the speakers with the doctor's advice a-f. There is one extra piece of advice that you do not need. Head injuries are very serious. The Chippenham Cycling Club meets the beautiful countryside of the area.
Judy's cafe Do you want to improve your English? You'll have a lot of fun! We watch films, listen to the latest bands and have a guest speaker once a month. Write an announcement to pub li cise the activity that you take pa rt in.
Follow the guide below. Remember to use cap itals, rhetorical questions and bullet points where possible. In form people what the activity is and describe it briefly. Info rm people of the time, place and cost of sessions. En d with a strong and memorable final message. Have you: Match the sentence halves to make strong and memo rable f inal messages. You ' ll love t he CineC lub! Get fit!
Brown bread contain s more than w hi t e. Match the sentences with the symptoms a-f. I've got a stiff neck. I've got a blocked up nose. I've got a temperature. I've got a rash. I've got a sore th roat.
I can talk about illnesses, their symptoms and treatment. B she has experien ced so me sleepin g probl ems herself. D a good diet and exercise are more important than sleeping. B is a new idea. D may damage your sense of smel l.
B should take a walk before going to bed. D should walk as much as they can for exercise. B move every part of your body. D hold your breath for as long as you ca n. Try to deduce the meaning from the con:ext, or from words that sound similar to words j.. Put X in the correct column. Are you looking for a more interesting alternative to your weekly shop' Wh y not tr y one of the many farmers' markets which have sprung up all over the countr y' With a fine selection of the very freshest fruit and vegetables, as well as bread, cheese, meat and honey, these farmers' markets offer the shopper both variety and superior quality, as well as a pleasant change from a boring trip to the supermarket.
Farmers' markets have been popular in smaller towns for many years, and they also have a long tradition in parts of London. Even though the majority of people prefer shopping in large supermarkets, particularly on weekdays, shopping at local farmers' markets is becoming a more and more popular weekend acti vity.
These markets offer a chance fo r farmers to sell fre sh produce directly to the public. This direct contact w ith the producers gi ves customers the opportunity to ask questions about the produce they are bu ying. This is exactly w hat appeals to the cit y shoppers w ho frequent these markets - they want to know w here their food comes from and how it is made.
They are looking for fresh, highquality produce from local suppliers, and an authentic taste ofthe country. However, it isn't only city fol k who are benefiting from this boom in farmers' markets, as tourists are also keen to sample genuine UK produce such as organic sausages and home-made bread. Edinburgh Farmers' Market is one ofthe most prestigious markets in the UK and has won many awa rds for its high-quality produce.
It takes place every Saturday from 9 a. Visitors t o t he market can find a w ide variety of local products, including fre sh seafood. There are even cookery demonstrations where you can learn how to really make the most of the delicious home-grown pro duce.
Whether you are simply doing your weekl y sh opping, or looking for something special to buy, a visit t o one of t hese farm ers' markets is always an interesting experience. You will be asked to talk abo ut yO:.! Now work in pairs. One of you is t he ex c -':' How can they get a good balarc:: Are the inhabitants of an urban area like New York City less healthy than their nearby neighbours in rural Sullivan County? Many of us associat e ill and exhaustion, and big city living with 4 dream of leaving an urban environment to li ve in the country.
Remind Srs of the importance of guessing words from context when they are reading. Tell Sts to read what she says, and as they read try to guess the meaning of the highlighted words and phrases-Set a time limit. Then get Sts to compare their guesses with a partner. Check answers, by miming or translating into Sts' LI if you prefer. Alternatively, Sts could check in their dictionaries. Deal with any other new vocabulary.
Get them to cover the text and answer the four questions. Check answers, eliciting as much information as possible. She likes men w ho are taller than her and have a nice smile. She likes men w ho are into literature, art, and classical music. She doesn't like m en w ith beards. Katie m ight choose a man w ho is physically right for her, b u t Charlotte's m other has known her for longer. Give Sts a few minutes to complete the gaps. Sometimes I get up late on Saturday.
Focus on the two questions. You could write the two questions on the board and get Sts to close their books. Play the audio once the whole way through.
Get Sts to compare with a partner and play the audio again if necessary. She realty liked him, but physically he w asn't her ty p ethere wasn't any chem istry betw ee n th em. Yes, as a friend, to go to a con cert or the theatre.
Iyl4 script in Student's Book on p. In fact he was 32, but I thought he was older. But when we started talking I really liked him. He was extrovert and funny and he had a very good sense of humour. He works for a T V company and he told me a lot of good stories about his work. He was also interested in the same things as meart and music and we talked a lot about that. Physically he wasn't really my type, It's difficult to say why. He was tall and dark and quite good-looking and he had a nic:a smile, but there just wasn't any chemistry between us.
I could imagine going to a concert or theatre with him, but as a friend. Sorry Mum, but no. IBWe walked out of the restaurant and went to look for a taxi. And then something happened, and I knew that it was impossible for me to go out with him. He said 'At last! That was it, I'm afraid. I could never have a boyfriend who was a smoker. I think perhaps for my next date I'm going to choose the man myself. I don't think another person can really choose a partner for you.
E x tra idea' When you play the audio the first time, pause after 'And then something happened, and i knew that it was impossible for me to go out with him. Then play the rest of the audio to see if they predicted correctly Now play the audio again for Sts to write down adjectives or expressions that Charlotte uses to describe Oliver's appearance and personality.
Translate j explain any new words or phrases. Then ask for Sts' opinions. TeJl them what you think too. You may like to tell Sts that the text and listening were based on a real magazine experiment. For voiced sounds they should feel a vibration in their throat, but not for unvoiced sounds.
Focus on the sound pictures. Play the audio once for Sts just to listen. Elicit the third person pronunciation of the first verb in the list chooses and ask Sts which group it belongs to group 3.
Write it on the board under the correct heading. Get Sts to continue with the other verbs. Then tell them to do the same thing with the plural form o f the nouns. Play the audio once the whole way through for Sts to listen and check their answers. I Q Mr and Mrs Clark and Percy Lesson planIn this lesson Sts learn vocabulary for clothes and revise prepositions of place and the present continuous in the context of a famous painting by David Hockney, which has an interesting story behind it.
Focussing on the painting then leads them to the Grammar Bank, where they look at using the present continuous for things that are happening now, around now, and for describing what is happening in a picture. The present continuous is also contrasted with the present simple for habitual or permanent actions. Sts then have a listening activity where they hear about the story behind the painting. They then revise prepositions of place, and all the language of the lesson is pulled together in a final speaking activity, where Sts describe paintings to each other.
Explain that there is no singular form, and that if they want to talk about an item of clothing, they should refer to it by name, e. Now draw a line before C l o t h e s on the board, e.
They should be able to produce wear, buy, try on, and possibly put on and take off. Focus on the pictures of the models and ask Sts to match the items of clothing and the words. Focus on the four sections clothes, footwear, accessories, and jewellery and make sure Sts know what they mean and how to pronounce them. Now get Sts to do a individually or in pairs. Play the audio for Sts to check answers. Play it again, pausing after each word for Sts to repeat. Give further practice of words your Sts find difficult to pronounce.
Highlight that plural clothes cannot be used with a, e. NOT a trousers. If Sts want to use an indefinite article, they should use som e, e. Finally, go through the wear, carry, or dress? Tell Sts to go back to the main lesson 1C. It is a short sound, and always occurs in an unstressed syllable, e. Th e man has long dark hair and is slim. Th e man is w earing a shirt, a blue jum per, and trousers.
He isn't w earing shoes. Th e man is sitting on a chair, and a w h ite cat is sitting on his knee. T h e y are looking at th e painter. Typical mistake: The man in the picture wears a hat. We live withfriends at the moment because builders work on our house.
Focus on the exercises for 1C on p. W hy are you wearing a coat? You're standing on m y foot! On the left there's a m an. He's wearing a suit, and he's carrying a case. He's running. In fro n t of him there's a w om an. She's wearing a pink dress and a scarf.
She's walking, etc. Focus on the prepositions and phrases in the list and give Sts a few minutes to complete the gaps. Get Sts to compare with a partner. Where' s the TV? It's on a shelf behind the table, etc. Episode 1 Hotel problems Lesson planThis is the first in a series of six Practical English lessons one every other File which teach Sts functional language to help them 'survive' in English hi travel and social situations.
There is a storyline based on two characters, Jenny Zielinski, an American journalist who works in the NY office of a magazine called NewYork24seven and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month.
If your Sts did English File Elementary, they will already be familiar with the characters. If your Sts didn't do English File Elementary, you might want to point out that in the You Say section of the lessons, they will be listening and then repeating what the people say.
If the speaker is Jenny, they will be listening to an American accent, but they do not need to copy the accent when they repeat her phrases. The main focus of this lesson is on describing problems and asking for help. Sts can find all the video content and activities on the iTutor. Get Sts to describe, them, using language that they learned in IB , e. Jenny is blonde. She has long straight hair, etc. Give Sts a few minutes to think about which order to put them in.
Now play the audio once the whole way through for Sts just to listen. Then play it again and get Sts to number them in the order in which Jenny mentions rhem. He's one of the writers on the London magazine. We had coffees together. We went sightseeing.
I even helped Rob buy a shirt! He was fun to be with. I liked him a lot. I think he liked me too. Rob isn't the most punctual person in the world, but he is a great writer. We invited him to work for the New York magazine for a month So now Rob's coming to New York. I know he's really excited about it. It's going to be great to see him again. Play the audio again, so Sts can listen a second time and answer the questions. Make sure Sts understand the meaning of punctual. He was fun. PEIPlay the audio once the whole way through and then check answers.
Rob calls reception because he has som e problem s in his room. Make sure Sts know what they mean, but don't spend too much time on the pronunciation, as Sts will be focussing on this later. Elicit the past simple of the first one went and then give Sts a minute to do the others in pairs. Encourage Sts to do as many as they can without looking back at the text and then check their answers in Joe's text.
Check answers as a class. Tell Sts that some verbs are repeated, but they only need to underline them once. Check answers and then elicit the infinitives. Tell them to find and underline two negative past simple verbs. Give them a minute to remember how to make negatives and questions.
Answer the questions, giving more information where you can as a model for Sts when they answer themselves. Elicit some opinions from the class. You may want to teach to be I go on a demonstration. Highlight that this is a true story. Elicit that the title could mean either that the photo Was very expensive or that it cost the woman a lot of money, i. Tell Sts they will find out exactly what the title means when they listen to the woman. Do not tell Sts the answer yet. Check answers to b. Focus on the information at the top of the image and establish that this is for a photo competition on the internet.
They also revise the past simple and continuous. The context is a short story with a twist. After Sts have read most o f the story, and worked on the grammar, they have a pronunciation focus on word stress in two-syllable words, and then in Vocabulary expand their knowledge of verb phrases.
The language is then pulled together in the speaking activity, where they use picture prompts to retell the story so lar.
They then decide as a class whether they want to hear a happy or a sad ending to the story, and then listen to the one they have chosen, and the lesson ends with the song mentioned in the story, Blue As Your Eyes. Focus on the text and tell Sts that they are going to listen to a story, but that first they have to read it and complete the gaps.
Tell them that the end of the story is on audio, so the last paragraph here is not the end of the story. Give Sts five minutes to read the paragraphs.
Get them to compare with a partner, and then play the audio for Sts to listen to the story and check answers. Play the audio again, pausing after each word for Sts to repeat. Tell Sts that by combining averb troru 1 with a phrase from 2, they will make verb phrases from the story.
Put Sts in pairs and give them a few minutes to match the verbs and phrases. Tell them that sometimes two verbs may be possible with a phrase, but to try to remember the phrases from the story. Focus on the pictures and tell Sts they are going to re-tell the story of Hannah and Jamie. Give them a few minutes to re-read the story on p. The first page revises the grammar, vocabulary, and pronunciation of the two Files. These exercises can be done individually or in pairs, in class or at home, depending on the needs of your Sts and the class time available.
The second page presents Sts with a series of skills-based challenges. First, there is a reading text wh ich, is of a slightly higher level than those in the File, but which revises grammar and vocabulary Sts have already learned. Then Sts can watch or listen to five unscripted street interviews, where people are asked questions related to the topics in the File. Finally, there is a speaking challenge, which measures Sts' ability to use the language of the File orally. We suggest that you use some or all of these activities according to the needs of your class.
In addition, there is a short documentary film available on the Class DVD, and iTools on a subject related to one of the topics of the Files. This is aimed at giving Sts enjoyable extra listening practice and showing them how much they are now able to understand.
In the second exercise the focus is on how native speakers often pronounce going to, i. Point out to Sts that they need practice in understanding gonna, but that it is probably not a good idea for them to pronounce it in this way, as it will not sound natural unless they speak very fast, which they will probably not be able to do yet.
Focus attention on the first question and ask Sts to tell you which words are the most important for communication. What, going, do, and tonight , and highlight that these are the four words you have to stress in the question.
This dictation is for recognition not production of gonna. Tel] Sts they are going to listen to six sentences or questions read at normal speed and they must write them down.
Play the audio, pausing after each one to give Sts time to write. Monitor and help, correcting any errors they make with going to. Tell Sts to go back to the mai n lesson 3A. Read the introduction aloud or get a student to read it and establish that the rest of the article describes the facilities at various top airports around the world.
Give Sts two minutes to read the whole article and answer questions Then they should answer the two questions. Get Sts to compare with a partner, and then play the audio for them to check their answers. Emphasize that even if you use the right words, you may sound unfriendly or bored if your voice is too flat or monotone.
Focus on the dialogue and play the audio once for Sts just to listen. Encourage Sts to pay particular attention to copying the intonation and to try to use a wide voice range.
Tell Sts they need to find another student who is free the same evening as them and do an activity together. When they agree, they both write it in their diaries. They then continue talking to other Sts to try to fill all their free evenings. BET scores 5.
Play the audio for Sts to listen to the rules of the game. Get Sts to compare with a partner and then play the audio again. Elicit the rules of the game show by asking these questions: b Get Sts to focus on the three sentences in a and to look at when the words who, which, and where are used.
Get feedback. We use w ho w ith people, w hich w ith th in gs, and where w ith places. A waiter is somebody that works in a restaurant.!
The relative pronoun can be omitted in sentences like This is the book I toldyou about, where the subject of the relative clause changes, but this is not focussed on at this level. Focus on the exercises for 3C on p. Put Sts in pairs and give them two minutes to think of good definitions.
Check answers and pronunciation o f these words. Accept any suggestions that define the words well. Possible answers em oticon -a sym bol which expresses or show s a feeling, e.
You might want to tell Sts that the first extract is from a monolingual dictionary and t he second one is from a French-English dictionary. Then play it again, pausing after each word for Sts to repeat. Make sure Sts understand that rare, medium , and well done refer to the different ways a steak; can be cooked.
Now focus on the You Say phrases and tell Sts they're going to hear the dialogue again. They should repeat the You Say phrases when they hear the beep.
Elicit j explain the two ways of ordering, e. I ' d like I would like the tuna with a green salad or I'll have the steak, please. Elicit what Holly says Nothing fo r me. Episode 2 Restaurant problemsPlay the audio, pausing if necessary for Sts to repeat the phrases. Encourage them to copy the rhythm and intonation, but probably not to try to copy Jenny and Holly's American accents. Before playing the audio again, focus on the British and American English box and go through it with the class.
Now play the audio again, so Sts can listen a second time and answer the questions. Finally, focus on the Can you? If they feel that they need more practice, tell them to watch the episode again and practise the language on their iTutor. Sts who completed English File Elementary will have already seen the present perfect though not yet,just, and already , but for other Sts this will be completely new.
The context is problems between teenagers and parents, from both points of view. Sts begin with an article to read, where they have to decide whether the problems referred to are teenagers talking about their parents, or vice versa.
There is then a vocabulary focus on common verb phrases for housework, and collocarions with make and do. The gram mar is then presented through four short dialogues.
Then play it again, pausing after each phrase for Sts to repeat. Give further practice of any words your Sts find difficult to pronounce. This rule of thumb is generally true, although there are a few exceptions, e. Finally, do c and get Sts to cover the phrases and look at the pictures. They can test themselves or a partner. Focus on d and make sure Sts understand the questions.
Then in pairs, get Sts to discuss them. They may have something similar in their LI or they may not, and the use is likely to be different.
It takes time for Sts to learn and use the present perfect correctly, but this use for things that have happened recently with no time mentioned is probably the simplest to understand, and Sts will probably already Ch 3 Maths Class 10 Extra Questions Workbook be used to you asking them, e. Have you finished? There is not much difference between I haven't finished and I haven'tfinishedyet, but addingyet implies that you are going to finish.
Tell Sts to go back to the main lesson 4A. Put Sts in pairs and tell them first to listen and make notes only. Play the audio once. Then play the audio again, pausing after each sound effect for Sts to write a sentence withju st and the present perfect.
Accept all correct and possible sentences. Sts should listen and answer questions Play the introduction to the programme. Play the audio again if necessary. People say th a t th e y are la zy and untidy, and th a t th e y do v e ry little to help their parents in th e house. In m any cases th e se yo u n g helpers, or 'carers' as th e y are called, have to do b e tw e en 25 and 50 hours w ork helping in their house, as w ell as doing their school w ork.
The first time they listen, they should answer the two questions. Play the audio once the whole way though. P Who do you look after? She has ME -it's an illness which m eans th a t she feels tired all th e tim e and she can't w alk v ery well. And I also look after m y younge r brother and sister. He's six end she's four. D I look after m y m um too. She had a bad car accident seven years ago and she can't walk. I also look after m y little sister.
P You both do a lot of housew ork. W h a t exactly do you do? A fte r school, 1 som etim es take m y m um to th e shops in her w heelchair. In th e evening, m y dad makes the dinner -I'm no t v e ry good a t cooking!
B ut I make sure m y b ro th e r and sister e at their dinner and th en I p ut th em to bed. D My da y's quite similar. I clean th e house and iron, b ut I also do th e cooking, and th e shopping. M y dad le ft hom e four years ago so w e 're on our ow n. I take m y sister to school and m ake sure th a t m y m um is OK. I need to give her m assages every evening. A I don't really mind looking after m y m um.
She's ill and she needs m y help. B u t som e tim es I feel a bit sad w he n I can't go o u t because th ere are things to do in th e house. And I som etim es g e t a n g ry w ith m y school friends. T h e y don't really understand th e problem s 1 have a t home.
All th e y think ab o u t are clothes, boys, and going out. Give Sts a minute to read 1 -8 and then play the audio. Tell Sts ro test each other using the V ocab u lary B a n k on p. Focus on the questions and get Sts to answer them in pairs. The contrast between present perfect and past simple for unfinished and finished actions is also studied in 9 C. Focus on the exercises for 4 B on p. Tell them just to listen for the items of clothing and to number them in the list.
Yes, a karate suit. I decided th a t I w a n te d to do karate, and I signed up for a course and b o u g h t th e suit and the orange belt, b u t th en I changed m y mind and decided no t to do th e course. W hy not? I w as worried th a t som eone w ould knock m y te e th out. Do yo u still have th e suit? No, I sold it on eBay. Have yo u ever bo u gh t som e th in g th a t you 've never worn? Sadly it happens to m e quite often, be cause I hate clothes shopping, and I never tr y th ings on.
For exam ple, I have a shirt in m y w ardrobe no w th a t I've never worn. Have you ever b o u g h t som ething th a t yo u 've never worn?
Lots of things, I'm afraid. T h e last one w as a brown le ath er coat. Well, 1 b o ug h t it online from a w ebsite th a t has cheap offers, but w he n it arrived it looked com pletely different from w h a t it looked like on screen and I decided I didn't tike it.
So it's in m y w ardrobe. I'm sure I'm never going to w ear it, b u t perhaps I'll give it to som eone as a present. Before playing the audio again, get Sts, in pairs, to talk about what they understood from the first listening, and to see if they already know what the problem was with each item. Play the audio again. Stop after each speaker to give Sts ti me to number the right answer. You could answer the questions yourself first and then put Sts in pairs or small groups.
Play the audio, pausing after each sentence to give Sts time to write. In pairs, Sts try to guess the meaning o f the highlighted phrases. Check answers, either explaining in English, translating into Sts' LI. Focus on a and get Sts to match the words and pictures. Play it again, pausing after each phrase for Sts to repeat. Point out to Sts that thep in receipt is silent. Give further practice of words and phrases your Sts find difficult to pronounce.
You th en choose w h a t you w a n t to buy, and click on each item , if you are buying clothes, make sure you g e t th e right size! E v e ry th in g you b u y goes into you r shopping bag or basket, usually a t th e to p right of th e page. W hen you are ready to pay you click on 'proceed to checkout'. You th e n have to give your delivery address w he re you w a n t th e m to send you r things, and give you r p a ym e nt details, for exam ple your your credit card num ber and expiry date.
M any people to d a y also buy and sell things online at auction sites like eBay. Give Sts a few minutes to put the words in the right rows. Encourage them to say the words aloud as they do this. Now play the audio for them to listen and check. Then focus on the question and check the answer. Focus on the first question and elicit the Get Sts to interview you with the first three or four questions. Finally, get Sts to stand up and move round the class. W hen somebody answers Yes, I have to the present perfect question, Sts should ask the follow-up questions.
G something, anything, nothing, e tc. These words will be familiar to Sts by this stage, but here they are focussed on in detail. The context is a true story about a man who spent the weekend trapped in a lift, and an article about the fact th a t many people today invent what they did at the weekend in order to make it sound more exciting. After listening to the story and focussing on the grammar, Sts focus on some vowel sounds in order to be able to pronounce the key grammar expressions correctly.
They read the article, and then talk about their own weekends. Finally, in Vocabulary Sts focus on the contrast between -ed and -ing adjectives. Here Sts listen to a true story about a man who was stuck in a lift for a whole weekend. The story introduces some o f the words from the new grammar.
Focus on the photo and ask Sts W hat do y ou think the story is about? Now play the audio once the whole way through. Get Sts to compare with a partner, and then check the answer.
Si I w as v e ry worried w he n he didn't com e hom e on Friday evening and I couldn't und erstand w h y his mobile w a sn 't w orking. I phoned th e police and th e y looked for him but th e y co uldn't find him anyw here, i th o u g h t m aybe he was w ith an o th er w om an.
N So Sven w as in th e lift th e w hole w eekend from Friday evening until M onday m orning. A t eigh t o'clock, w hen th e office w orkers arrived, th e y phoned th e e m e rge ncy num ber and s om e bod y cam e and repaired th e lift. It's lucky th a t I am not clau stro ph obic because th e lift w as v e ry small.
N Sven will soon be th e f itte s t m an in his office -from now on he's going to take th e stairs every day -even th ough it's 12 floors. Then get Sts to compare with a partner, and check answers.
Then play the audio for Sts to listen and check. Tell Sts that for number 3 both som ebody and som eone are possible. I didn 't see nobody. Highlight that you cannot use a 'double negative' in English. WTzo didyousee? They are identical in meaning.! I didn't see anybody. Tell Sts to go back to the main lesson 4 C. Focus on sentences 1 -6 and the pink tetters. Give Sts, in pairs, a few minutes to say them out loud to each other and decide which sound they are a, b, or c.
Give Sts time to practise saying the sentences. Finally, get individual Sts to say them out loud.
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