G word order in questions
V common verb phrases, spelling and numbers
P vowel sounds, the alphabet
Lesson plan
T his fi rst lesson has three main o bjectives: to help you and
the Sts to get to know each other, to give you a clear idea of
the level of your class, and to prov ide some quick, efficient
revision of some elementary language points.
T he first exercise provides the context for revisin g an
important grammar point: the order of words in qu estions.
T he vocab ul ary focus is on common verb phrases. Sts use
these to complete the questions, wh ich they then ask each
other. They then focu s on the word order and practise it
in the Grammar Bank. T he alphabet is revised, and the
listening activity gives you the chance to quickly revise
spelling and numbers. Sts then bring all the language
together by interviewing each other and completin g a form.
T here is an Entry Test on the Test and Assessment CD -ROM,
whkh you can give the Sts before starting the course.
STUDV!E1:3
• Workbook lA
• iTutor
• www.oup.com/eLt/engLishfile
Extra photocopiable activities
• Grammar Word order in questions p.162
• Communicative Student profile p.209 (instru ct ions p.19B)
• www.oup.com/elt/teacher/englishfile
Optional lead-in (books closed)
• Before the class choose some party music. You could use
one of the songs from the book, e.g. I Heard It Throu8h
the Grapevine (CD .5 Track 26) .
• Introduce YOllrselfto the class. Say Hello, I'm ..
• Tell StS to stand up. Divide rh e class into twO groups, A
and B. Ask both groups to m ake a circle, A inside B . Tell
them to imagine that they're at a party. When you play
the music, tell them to walk round in their circle, one
clockwise and the o ther anticlockwise. Each time you
stop the music, tell th em to introduce them selves to the
person standing opposite them . Elicit that they can say
Hello or Hi, i'm . .. o r My name's ... and should respo nd
N ice to meet YO ll .
1 VOCABULARY & SPEAKING
common verb phrases
a If you didn't do th e Optionallead-in, and your Sts
don 't know each other, set a time limit offor example
two minutes, and tell Sts to s ta nd up and move round
the room introducing themselves to other Sts. Tell
them to say Hello 1Hi, I'm .. .; N ice to meet you, and to
try to relnelnber other Sts' names.
Books open. Focus on the pictures and th e questions.
Elicit the verbs for the first three questio ns under
1 Home and Family (are, were, live).
www.majazionline.ir
Put Sts in pairs and tell [hem to complete the other
questions with the correct verbs. Point Out that in
the Job 1Studies section there are two possible
conversations depending on whether the person h as a
job or is a student.
! You may have Sts who are neither at school 1
university nor working, e.g. they are unemployed or at
home with children. If so, poin t o ur that ifin section
2 som ebody answers the question What do you do?
with for example I'm unemployed Ilooki1I8for ajob,
they should think of a follow-up question if they can,
and then go to the question Can you speak any other
languaBes?
Check answers, making sure that Sts understand the
whole ques tion, not just the missing verb.
1 HOME AND FAMILY are, were, live, live, have, have
2 JOB / STUDIES do / study
I I
work go
like are
I I
f
speak
st udy / learn
3 fREE TIME listen, play, watch / like, do, read, go, do
b fV2»)) Focus on the Sentence stress box and go
throu gh it with Sts.
Tell Sts to listen to the rhythm in the seven questions in
Free Time. Play the aud io once for Sts just to listen.
I ~2 »))
What kind of music do you listen t o?
Do you play a musical instrument? Which?
What TV programmes do you watch?
Do you do any sport or exercise? What?
What ki nd of books or magazines do you read?
How of t en do you go to t he cinema?
What did you do last weekend?
Now play it again, stopping after each question for Sts
to repeat. T hen repeat the activ ity eliciti ng responses
from individual Sts.
e Focus on the instruct ions and the example.
Demonstrate the activi ty by getting Sts to ask
you questions first. Use full answers, giving extra
information.
Extra challenge
• Encou rage Sts to ask follow-up questions, e.g.:
A Do yo u have any brothers and sisters?
B I have one brother.
A How old is he? 1What's his n.ame? 1What does he do?
Put Sts in pairs. Give them at least five nlinutes to
ask and answer all the questions. Monitor their
conversations, to give you an idea of their oral level.
Get feedback from several pairs to see what they have
in common.

At this point you could teacb tbem the word both and
its position (before all verbs except be and modals verbs
like call) , e.g. We both live in tltecity centre. We're both
doctors. We can both speak German.
2 GRAMMAR word order in questions
a Focus a ll the instructions. Do the first one together.
Give Sts a minute to do the other three and check
answers.
1 Where were your parents born?
2 Where is our teacher from?
3 How do you spell your name?
4 Did you go out last night?
Extra idea
• Put Sts in pairs and get them to ask and answer the
four questions.
b 3))) 4 ))) Tell Sts to go to Grammar Bank lA on
p.l26. Explain that all the grammar rules and exercises
are in this part of the book.
Focus o n the example se ntences and play the audio for
Srs to listen and repeat. Encourage them to copy the
rhythm. Then go through the rules with the class.
Additional grammar notes
• In questions with the auxiliaries do, does, did Sts
might leave out the auxiliary or get the word order
wrong. Typical mistakes: You live with)oUl pm eltu?
',Iq') she did, it like thefili, t '
• The memory aids ASI (Auxiliary Subject Infinitive)
and QUASI (Question word Auxiliary Subject
Infinitive) may help Sts here.
• Tn questions with be Sts sometimes forget to invert
the subject and verb. Typical mistakes: Ana's a
student? Where they are from?
If a verb is followed by a question (e.g. talk about,
listen to), the preposition goes at the end of the
question: What did you talk about?
Focus on the exercises for lA on p.127. Sts do the
exercises individually or in pairs.
C beck answers, getting Sts to read the full sentences.
a 1 Where do you come from?
2 Where is the train station?
3 How often do you read magazines?
4 Where are your friends from?
5 Why didn't you write to me?
6 Do you often go to the cinema?
7 What does this word mean?
8 What time did your friends arrive?
9 Does the ciass finish at 8.00?
10 Where were you born?
b 1 Do you have a car?
2 15 your brother older than you?
3 How often does he write to you?
4 What time does this class start?
5 Is your friend from Brazil?
6 How many languages do you speak?
7 Where was she born?
8 Where did you go last summer?
9 Is your father a doctor?
10 Did you come to school by bus?
TellSts to go back to the main lesson lA.
lA
Extra s upport
• If you think Sts need mo re practice, you may wa nt
to g ive them the Grammar photocopiable act ivity at
this point.
c In this activity Sts lllQVe from yes I no questions to
questions beginning with question words. Focus
on the instructions, the example, and the questions.
Demonstrate the activity by ask ing the first questio n
(Do you drink a lot oftea or coffee?) until someone
answers Yes, I do. Then ask the follow-up question (How
many cups do you drink?).
Give Sts a few minutes to work out how to fornl the
questions and how to answer them.
Extra support
• Put 5 rs in pairs and get them to w rite the questions .
C heck the questions with th e class before asking Sts
to stand up and mingle.
Ask Sts to stand up and move around the class asking
each other the questions. Ifit's difficult to move arollnd
the class, do this in pairs.
G et some feedback from the class.
3 PRONUNCIATION vowel sounds,
the alphabet
Pronunciation notes
• Emphasize the importance of being able to spell in
E nglisb, particularly your name. Point out that it is
very-useful to be able to recognize and write dow n
letters correctly when people spell words to you.
• If your Sts didn't use English File Elementary,
this will be the first time that they have seen the
so und pictures (train, tree, etc.). Explain that the
pictures will give Sts a clear example of the target
sound and that they will help them remember the
pronunciation of the phonetic symbol. This is very
important if they want to check the pronunciation
of a word in the dictionary.
• Tell Sts that the two dots in li:/, 1u:/, and 10:1 mean
that they are long sounds.
a (i 5 })) Focus on the sound pictures and instructions.
G ive Sts a few minutes, in pairs, to write the words.
Play the audio for Sts to listen and cbeck answers.
! If Sts haven't seen the English File sound pictures
before, you may want to play the audio and pause after
each word for Sts to write them down.
(VS)))
1 train let! 5 phone kJuI
2 tree l i:1 6 bootlu:l
3 egg Ie/ 7 car /0:1
4 bike fall
Now play it again, pausing after each word for Sts to
repeat.
b Tell Sts to go to the Sound Bank on p.l66. If your Sts
didn't use English File Elementary, explain that this is a
..
reference section of the book, where they can check tbe
sy mbols and see commo n sound-spelling patterns .
lA
Look at the spelling rules for the seven sounds. Model
and drill the example words for the vowels and elicit I
explain their meaning.
Tell Sts to go back to the main lesson lA .
STUDY I!m:l Sts can practise these sounds on the .Tutor
and on the EnBlish File Pre-intennediate website.
c Now focus on the letters in the list, but don't elicit their
pronunciation yet. Tell Sts, in pairs, to write the letters
to
in the right circle according their sound.
d 1 6») Play the audio for Sts to listen and check. Then
play it again for them to listen and repeat.
1@6»)
t rain AHJK phone 0
tree BCDEGPTV boot QUW
egg FLMNSXZ car R ex plain I elicit the difference between first name and
bike IY
Ask Sts which letters are difficult for them. Highlight
the difference between pairs and groups ofletters
which are often confused , e.g. a I e I i,8 /J, k I q, ete.
In pairs, S ts practise saying the letters in each circle.
e Focus on the questions, all of which include words
which use letters of the alphabet, e.g. em ail, iPod, etc.
Elicit ftom the class how to say the ques tio ns, and the
meaning of to Bet in touch with somebody.
Get Sts to ask you the questions. Then in pairs, Sts ask
and answer the questions.
Get some feedback from va rious pairs.
4 SPELLING & NUMBERS
a 7 i»~ Focus on the instru ctions. Tell Sts they are
going to listen to six people spelling th eir names and
they must wr ite them down. Elicit the ques tion you as k
someone when you don't know how to spell something
(How do y ou spell it?) and write it on the board .
Play the audio for Sts to listen and write the names.
Play again if necessary.
Check answers by getting Sts to spell the names and
write them on the board.
(1 7»)
1 "What's your name?" "George." "How do you speU it?"
"G-E-O-R-G-E."
2 "What's your name?" "Ce t ia.~ "That's a pretty name. How do
you spell it?" "C~E-L+A ."
3 "Wh at 's your name?" "Wayn e Roberts." "How do you spell
your first na me?" "W-A-Y-N-E."
4 "What's your name?" "Kat ie." "Is t hat K-A-T-Y?" "No, it's K-A-
T-I-E."
5 "What's your name?" "Hannah." "Sorry, Hannah or Anna?"
"H -A~ N- N·A-H , w ith an H . ~
6 "Wh at 's your name?" "Chri stopher." "How do you spell it? "
"C-H-R-I-S-T-O-P-H-E-R."
b Put Sts in pairs, A and B, and tell them to go to
Communication What 's his natne? How do you
spell it?, A o n p.100, B on p.106.
Go thro ugh the instructions w ith them, and focus on
the example questions in the speech bubbles. Tell Sts to
ask these questions for each of their six people (USing
first name or surname depending on what the gap is) and
write the answers in the spaces. Now go through the
Asking for repetition box.
Sit A and B face -ta -face. A asks his I her questions to B
and writes the first name or surname.
B now asks A his I her questions.
When they have fini shed , get them to compare books
to check their answers.
Extr a support
• Before Sts start t he ac tivity. elicit the question you
would ask for a woma n What's herfi rst nam e? Then
surnam e. Some S ts mi ght be more fa miliar with the
ter m f amily name.
Tell Sts to go back to the main lesson lA.
c In pairs, get Sts to say the numbers in the list.
Check answers by eliCiting the numbers from different
Sts. Remind Sts of the difference between thirTEEN I
THIRty, fourTEEN I FORty, etc. Remind them also:
- o f the use of the hyphen, e.g. twenty-one
- o f t he use of and, e.g. a hundred and twenty
- that you can say a hundred or one hundred
- that you don't put an s on hundred or thousand, e.g.
two hundred, three thousand
13 = thirteen
30 = thirty
76 = seventy-six
100 = one hundred / a hundred
150 = a hundred and fift y
375 = three hundred and seventy-five
600 = six hundred
1,500 = one thousand five hundred
2,000 = two thousand
10,500 = ten thou sand five hu ndred
Extra s u pport
• Count to 30 round the class. Wr ite random numbers
between 20 and 1,00 0 on the boa rd for Sts to say.
d S i»~ Tell Sts they are going to listen to five situations
and must write down the five numbers they hear. You
could warn them that one of them is a phone number.
Play the audio, pausing after each number to give Sts
time to write it down.
G et S ts to compare with a partner, and then check
answers.
1 Gate 40 3 Tel: 07929618847 5 £6.15
2 181 m",ile",s,--_ 4 Population: 2,500
 lA
I Wal))
1 Passengers on the British Airways flight to Barbados please
go to gate number 40, where this night is ready to board.
2 A How far is it from London to Manchester?
B I'm not sure. Let's google it. It says here 181 miles.
3 A Hello.
B tt's Ben. I'm at the station. Do you have Nicola's mobile
number?
A Yes. Just a moment.
B OK.
A It's 0792 9618 847.
B 0792 9618 8477
A That's right.
4 A Where do you live in Ireland?
B I live in a village near Dublin.
A How big is it?
B It's quite small. The pop ulation is onty about 2,500
people.
S A Can I have two Cokes and a mineral water, please?
B Two Cokes?
A Yes, and a min eral water. How much is that?
B £6 .15.
A So rry? 50 or 15?
B 15. £6.15.

e Focus on the instructions and the form .

Put Sts in pairs and ge t them to interview each other.
IfSts do not want to give their real address and phone
number, te ll them to invent one. Remind Sts that when
we say phone numbers in English we say the individual
digits, and that 0 can be oh o r zero. You might also want
to check that Sts know how to say an email address,
e.g. that @ =at and, =dot.
When they have finished, get Sts to show each other
their fo rms to check the information.
Get some feedback.

..
 G present simple
V describing people: appearance and personality
p fina l -s I -es

Lesson plan 1(1)9»)

In this lesson the present simple (all forms) is revised in =
F friend, L =Luke
F TeUme about Molly. What does she look like?
detail through a British magazine article Wh o knows yo u L She's quite t all and she has short dark hair. It 's very curty.
better? A family member and a friend both try to choose And she has brown eyes and a beaut iful sm ile.
a suitable partner for Charlotte, a single woman. T he F And what's she like?
L She's really nice - very friendly and extrovert. She's got
lesson begins wi th vocabulary. Basic language for physical lot s of friends. I'm sure you're going t o like her.
description is revised and in the Vocabulary Bank new
language is presented, and adjectives of personality are b Play the audio again. T his t ime StS must listen for the
introduced. Sts then read the article about C harlotte, twO questions asked by the friend and Luke's response
and focus on the grammar of the present simple. They to the second questio n.
then listen to C harlotte describing her two dates. This is
followed by a pro nu nciation focus on the 3 rd person-s Get 5 ts to compare w ith a partner, and then check
ending, and the lesson ends with Sts describing a member answers.
of their family in detail, and wri ting a short descriptio n. The t wo question s are: What does she loo k like? What's sh e
like?
STUDV r:m!3 Luke answers 'She's really nice.'
• Workbook 1B
• iTutor Now go through the What does she look like? What is
• www.oup.com/ elt/ englishfile she like? box witb the class.
c Tell Sts to go to Vo cabulary Bank DescribinB people
Extra photocopiable activities onp.1 S0. Focus on 1 Appearance and get Sts to do a
• Grammar Prese nt simple p.163 individually or in pairs.
• Communicative Ask me a question p.210 (instructions p.198)
• Vocabulary Describing people p.24B (instruc tions on p.245) 1 10 ») Now do b . Play the audio for Sts to check
• Song Ugly p.268 (i nstructions p.263) answers. Make sure Sts understan d the individual
• www.oup.com/elt/teacher/engLishfile wo rds ill the descriptio ns, and give further practice
of any words your Sts find difficult to pronounce,
e.g. beard, height, et c.
Optional lea d -in (books closed)
• Write on the board: IlDIO »)
DIRE CT FAM ILY mother Appearance
2 She has curly red hair.
O THER R E LATIVE S grandmother 3 She has long st raight hair.
1 She has big blue eyes.
H US B AND I W IFE'S FAM ILY mother-in-law 6 She has dark wavy hair.
S He has a beard and a moustache.
4 He's bald.
• Put Sts in pairs. Give them a minute to add more words 7 He's ve ry taUan d th in.
to each category. G et feedbac k and write the words on g He's quite short and a bit overweight.
th e board . 8 He's medium height and quite slim.

• Remind StS of the pronunciation of difficult words li ke Now go through the information box with the class
dauBhter. about thin or slim? fat or overweight? and Using two
adjectives together.
1 VOCABULARY describing people YOll might also want to elicit from Srs different typical

a 9 J)) Books o pen. Focus o n the instructions and the

colours for hair, i.e.fair I blond!e), "ed, Brey, liBht I dark
bro wn, black, white.
three pictures. Tell StS they are going to listen to Luke,
who is describing his girlfriend. Play the audio for Sts Focus on 2 Personality and get Sts to do a individually
to listen and choose the best picture. or in pairs.
Check answers, eliciting the words and phrases which Check the answers to a before moving on to h.
helped Sts to identify the girl, e.g. shol't dark hail'. Elicit I
teach the meaning of curly. 2 t alkat ive 4 kind 6 funny 8 shy
3 gen erous 5 lazy 7 cleve r
Picture 1
Now Sts do b by putting tbe adjectives from the list
into the Opposite column in a.

11 1)) Now do c. Play the audio for Sts to check
answers. Play again pausing for Sts to repeat the
words. Give further practice of any words your Sts find
difficult to pronounce.
(jJlli))
Personatity
1 friendly, unfriendly 5 lazy. hard-working
2 talkative, quiet 6 funny, serious
3 generous , mean 7 clever, stupid
4 kind, unkind B shy, extrovert
You might want to teach Sts silly as a softer version of
stupid.
Focus on the nice;fttnny orjttn? box and go through it
with the class.
Finally, for d , put Sts in pairs and get them to ask and
answer ques tions about a mem ber of their fanlily and a
good friend. Get some feedback from the class.
Tell Sts to go hack to the main lesson lB.
Extra support
• If you thi nk Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
2 READING
a Do this as an open-class question and elicit Sts' opinions.
Tell them what you think too.
h Focus on the magazine article and the photo. Ask Sts
What does Charlotte look like?, etc. to revise physical
descriptions.
Give Sts a minute to read the introduction and first
paragraph and answer questions 1-4 in pairs.
Check answers. Remind Sts of the's in 3 A lice is
Charlotte's mother.
1 Single people ask their mother and best friend to find
them a partner.
2 Charlotte is a single, 25-year-old w eb de signer, who is
(ooking for a part-ner.
3 Alice is Ch arlotte's mother and Katie is Charlotte'S best
f riend.
4 Alice and Katie have to choose a man for Charlotte.
Then Charlotte goes on a date with each man.
e Focus on the rest of the article (what Charlotte says).
Remind Sts 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 w ith a partner.
Check answers, by miming or translat ing into Sts' L1
if you prefer. Alternatively, Sts could check in their
dictionaries.
Deal with any other new vocabulary.
18
d Put Sts in pairs. Get them to cover the text and answer
the four questions.
C heck answers, eliciting as much information as
possible.
1 She likes going to the cinema and reading.
' 2 She's friendly, so ciab le, and has a good sense of humour.
3 She likes interesting men who can make her laugh. She
likes men who are t aller than her and have a nice smile.
She likes men who are into literature, art , and classical
music.
She doesn't like men with beards.
4 She doesn't know who is going to choose better. Katie
might choose a man who is physically right for her, but
Charlotte's mother has known her for longer.
E x t ra idea
• Get Sts to close their books an d write the four
questions o n the board.
3 GRAMMAR present simple
a Focus on the instructions. Give Sts a few minutes to
com plete the gaps .
C heck answers.
1 doesn't 3 does 5 don't
2 goes 4 do
b Put Sts in pairs and tell them to answer the three
questions.
C heck answers.
1 You add the letter s.
2 watches / studies / goes / has
3 a Do, don't b Does, doesn't
e fi 12 1)) 13 1)) Tell Sts to go to Grammar Bank IB on
p.l26. Focus on the example sentences and play the audio
for Sts to listen and repeat. Encourage them to copy the
rhythm. Then go through the rules with the class.
Additional grammar notes
Present simple
• Remind Sts:
- of the d ifference in pronunciation between
do /du :!, don't /d<>unti, and does /dAzl.
- of the pronunciation of goes /g<>uzl and has /hrezl.
- that the contracted forms don't and doesn't are
always used in conversation.
Adverbs and expressions of frequency
• You m ay want to point out that usually I normally
and sometimes can also he used at the beginning of
a present simple sentence, e.g. Sometimes I (Jet up
late on Saturday.
• Other common every expressions of frequency are
every week, every month, every year.
• In expressions like once a month, twice a day, ete.
remind Sts that once and twice are irregular (NOT
one time, two tiJJtes). 'times' is used with all other
nUlllbers, e.g. ten times, thirty times (a year).
- 18- -
www.majazionline.ir
Focus on the exercises for IB on p.127. Sts do tbe
exercises individually or in pairs.
C heck answers, getting StS to read the full sentences.
a 1 Does Anna like music?
2 My sister has a tot of hobbies.
3 I don't get on very welt with my parents.
4 My brother studies at university.
5 My neighbours don't have any children.
6 When does the film start?
7 He goes out twice a week.
8 We don't often talk about politics.
9 How often do you email your brother?
10 I don't go on Facebook very often.
b 1 I always go to bed before 11.00.
2 Kate hardly ever sees her family.
3 We never go shopping on Saturdays.
4 I go to the dentist's twice a year.
S They sometimes have breakfast in the garden. /
Sometimes they have breakfast in the garden.
6 We usually listen to the radio in the morning.
7 Alan runs in the park every day.
S I never drink coffee after 4.00.
9 John doesn't often go to the cinema.
10 t visit my mum once a month. _~~__
Tell Sts to go back to the main lesson lB.
Extra support
• If you thin k Sts need more practice, you may want
to give them the Grammar photocopiable activi ty at
this point.
d Get Sts to cover the text or close their books. Put them
in pairs. Give them a minute to write down as many
things as they can remember about tbe men Charlotte
likes and doesn't like.
Check answers and then let Sts look back at the text.
e Focus on the photos of Alexander and Oliver. Elicit
some adjectives to describe them.
Put Sts in pairs, A and B, and get them to sit face · to·
face if possible. Tell them to go to Communication
Alexander and Oliver, A on p.100, B on p.106.
Go through the instructions carefully with them and
make sure they know what they have to do.
Extra support
• Elicit the questio ns from the class first.
A asks his I her questions to B about Oliver.
B then asks A his I her questions about Alexander.
When they have finisbed, get them to compare books
to check their answers.
Tell Sts to go back to the main lesson lB.
f Do this as an open-class question and elicit Sts' opinions.
Tell them wbat you think too.
•••
4 LISTENING
a 14 ))) Tell Sts they are going to listen to Cbarlotte
talking about when she met Alexander for tbe first
i
time. Focus on the two questions. You cou ld 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.
Check answers.
Extra support
• Read through the scripts and decide if you need to
pre-teach any new lexis befo re Sts listen.
She really liked him, but physically he wasn't her type -
there wasn't any chemistry between them.
Yes, as a friend, to go to a concert or the theatre.
( 14)))
{script in Student 's Book on p.ll8}
My first impression of Alexander was that he was much older
than me. 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 TV company and he told me a lot of good stories about
his work. He was also interested in the same things as me-
art 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 nice 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.
b Play the audio again for Sts to write down adjectives or
expressions that Charlotte uses to describe Alexander's
appearance and personality.
Get Sts to compare with a partner, and then cbeck
answers.
Appearance: taU, slim, quite good·tooking, nice smile
Personality: extrovert, funny, a very good sense of humour
c 15 ))) Sts now listen to Charlotte talking about
when she met Oliver for the first time. Focus on the
two questions in a. Play the audio once the wbole way
through .
Get Sts to compare with a partner and play the audio
ag'a in if necessary.
Check answers.
She thought he was attractive (more than Alexander),
friendly, and generous.
No,becausehesmo ~k~e~
s~. ______~______________~...
15 )))
(script in Student's Book on p.1l8)
When I first saw Otiver I thought he looked warm and friendly,
and more attractive than Alexander. He was quite talt with
short, blond hair and he had lovely blue eyes, a bit like the
actor Jude Law. He was a bit shy and quiet at first, but when
we started chatting he relaxed and we found we had a lot of
th ings in common - we both like books, and the cinema . He
was generous too - he wanted to pay for everything. I really
enjoyed the evening. When it was time to go he asked for
my phone number and said he wanted to meet again.

We 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!' and
too k out a packet of cigarettes. 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.l don't think
anot her person can really choose a partner for you.
E x t r a idea
• When you play the audio the first time, pause after
'A nd then something happened, and I knew that it
was impossible for me to go out w ith him .' Ask Sts
what they think happened . Then play the rest of the
aud io to see if they pred icted correctly.
Now play the audio again for Sts to write down
adjectives or expressions that Charlotte uses to
describe Oliver's appearance and personality.
Get Sts to compare with a partner, and then check
answers.
Appearance: attractive, quite tall, short blond hair, lovely
blue eyes
Personality: warm, friendly, a bit shy. quiet, enerous
E x tra su ppo rt
• If there's ti me, you could get Sts to listen aga in to
both par ts oft he audio with the scripts on p. II S, so
they can see exactly what they understood / didn't
understand. Translate I explain any new wo rds or
phrases.
d Do this as an open-class and elicit that Charlotte is
going to choose her next date herself.
Then ask for Sts' opinions. Tell them what you think
[00.
You may like to tell Sts that the text and listening were
based on a real magazine experiment. Several single
people took part in the experiment and in 75% of the
cases, the family member chose best.
5 PRONUNCIATION final-s / -es
Pronunciation notes
• The pronunciation ru les for adding an -s (or -es) to
verbs (e.g. smokes) and nouns (e.g. books) are the
same.
• The difference between the Isl and IzJ sounds is very
small and only occasionally causes communication
problems. The most important thing is for Sts to
learn when to pronounce -es as lIzi.
• You may w ant to give Sts these rules:
- the finals is pronounced /lz/ in verbs and nouns
which end in ItJI (churches), Isl (dresses) ,
IJI (washes) , and /dy (bridBes).
- the s is pronounced Is! after these unvoiced*
sounds Ik/, Ipl,lfl, and It!, e.g. walks, stops, lauBhs,
eats.
- in all other cases the final s is voiced and
pronounced IzJ, e.g. plays, parties, etc.
18
* Voiced and unvoiced consonants
• Voiced consonant sounds are made in the throat
by vibrating the vocal chords, e.g. fbi, Ill, Im!, lvi,
etc. Unvoiced consonant sounds are made in the
mouth without vibration in the vocal chords, e.g.
Ik/,/p/, Itl, IS!, etc.
• You can demonstrate this to Sts by getting them
to hold their hands against their tbroats. For
voiced sounds they should feel a vibration in
their throat, but not for unvoiced sounds.
a 16 1)) Explain that the fin al-s in the third person of
the present simple and in plurals can be pronounced in
three different ways.
Focus on the sound pictures. Elicit and drill the words
and sounds: snake Isl, zebra IzJ, and 11z/.
! Sts may have problems distinguishing between tbe
Isl and IzI sounds. Tell tbem that the Isl is like tbe sound
made by a snake and the IzJ is a bee or fly.
Play the audio once for Sts just to listen.
(j)16 1))
See sent ences in Student's Book on p.7
Tben play it again, pausing for Sts to listen and repeat.
Now go through the Pronunciation of the final-s J-es
box with the class.
b 17 1)) Write the three phonetic symbols, IS!, IzJ, and
IlzJ on the board. 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
fo rm of the nouns.
Play the audio once the whole way through for Sts to
listen and check their answers.
Is! Iz/ lal
verbs: cooks goes chooses
stops lives teaches
Is! Iz/ llzi
nouns; dates boys classes
~arents friends languages
I (!)l7I))
chooses, cooks, goes, lives, st ops, teaches, boys, clas ses,
dates, friends, languages, parents
Highlight that the most important thing to get right
is that lives and dates are pronounced IlIvzJ and Idel! s/,
N OT IItvm' and ftIettmI, but that in chooses, teaches,
lanBuaBes, and classes the -es is. pronounced IIzl.
Now play the audio, pausing after each word and sound
for Sts to repeat.
Then repeat the activity eliciting responses from
individual Sts.
18
6 SPEAKING & WRITING describing a person
a G ive Sts five minutes to make a few notes about a
person they know well who is single and looking for a
partner. Monitor and help w ith vocabulary.
Extra supp ort
• Tell Sts to make notes ab out their person in the form .
b Put Sts in pairs, A and B. Remind Sts of the meaning
of compatible and tell them to think of people who are
possibilities for each other, e.g. if A has thought of a
man, B should try to think of a woman.
A describes his I her person and B listens and asks for
more information.
Sts swap roles and B describes his I her person to A.
Are the two people compatible?
c This is the first time Sts are sent to the Writing at the
back of the Student's Book. III this section Sts will find
model texts , w ith exercises, and language notes, and
then a writing task. We suggest tbat you go th rough the
model and do tbe exercise(s) in class, but set the actual
writing (the last activity) for homework.
Tell Sts to go to Writing Describinfl a pe1'son on p.lll.
Focus on a and get Sts to read Charlie's email and
correct th e ten mistakes.
Get Sts to compare with a partner, and then check
answers.
1 I am 21 years old. 6 can be
2 studying 7 don't
3 photo B much
4 brown 9 because
5 friends 10 English
Now do b and tell Sts to read the email again and then
cover it and answer ques tions 1-7.
to
7 18 ))) SONG Ugly.n
This song ,was originally made famous by the
Sugababes in 2005. For copyright reasons this is a
cover version. If you want to do this song in class, use
the photocopiable activity on p.268.
(ylB )))
Ug ly
When I was seven they said I was strange
I noticed t hat my eyes and hair weren't the same
I asked my parents if I was OK
They said you're more beautiful and that's the way
They show that they wish t hat they had your smi le
So my confidence was up for a while
I got real comfortable with my own style
I knew that they were only jealous 'cause
Chorus
People are atl the same
And we only get judged by what we do
Personality reflects name
And if I'm ugly then so are you, so are you
There was a t ime when I felt like I cared
That I was shorter than everyone there
People made me feel like life was unfair
And I did things that made me ashamed
'C ause I didn't know my body would change
I grew taller t han them in more ways
But there will always be the one who will say
Something bad to make them feel great
Chorus x2
Everybody talks bad about somebody and
Never realize how it affects somebody and
You bet it won't be forgotten
Envy is the only thing it could be
Chorus x2

Check answers.

1 He's from Barcelona.

2 Carlos.
3 His parents and his dog.
4 He's at university. I He's a student.
S He has black hair and brown eyes.
6 He's positive and funny.
7 Watching TV and ~laying co mputer games.

Now focus on the chart in c and get Sts to w rite their

own emails o n a piece of paper.
In d Sts check their work for mistakes before giving it
in.
Tell Sts to go back to the main lesson lB.