Web viewLevel: C1 Book: New English File - : Advanced Level Students-, 3A. Goal mark: understand simple technical information as well as instructions addressed carefully and

Level: C1 Book: New English File - : Advanced Level Students-, 3A

Goal mark: understand simple technical information as well as instructions addressed carefully and slowly to him/her and follow short, simple directions. Understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints, give clear explanations, using a good range of vocabulary and including various nouns, verb forms and descriptive words such as adjectives and adverbs. .

International standard: understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

No.

DEVELOPMENT CLASS DESCRIPTION

1 Warm upLead in

Greetings and welcome of students. Teacher uses an ice breaker to get students into an attentive mood for upcoming class. Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher begins the speaking exercise in the book by asking some specific questions about the article

concerning breaking the silence Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition SPECULATION AND DEUCTION FROM GRAMMATICAL STRUCTURES

Teacher starts the lesson using the speaking and writing section of this book. (3a)-,In this section, student answer basic questions about where work/study as well as what kind of noises they hear and how it affects their concentration or their scope of work)

Teacher then ask students to make a list of noises they hear by writing them in order of gravity and which one was voted the most irritating or most frustrating(3b)

Teacher then allow students to listen to different noises in reverse order(least irritating)Here students are supposed to select which ones they find more irritating or which one doesn’t bother them.(audio 3.1)

Finally, the class makes a list of annoying noises and each student must cast a vote on which noise is most annoying and least annoying respectively.(3d)

Teacher introduces students to vocabulary about human noises(Here students listen to various noises and make notes of what they are)-,(Audio 3.3a)

Teacher focuses on the cartoons and on the text and gets SS to read it. Here Teacher goes through the list of most annoying noises and elicit the meaning of slurp, tap, crunch and hum.

Teacher then ask SS which sounds they think was voted the most annoying and get feedback to see which noise(s) is the ‘’favorite to win”

Teacher gives an extra support by paying the words one by one and pause while Teachers gets SS to

repeat them. Teacher plays CD for SS to repeat sentences Teacher explains the some consonant clusters(combination two or three consonants sounds-,(clothes,

spring,months,asked,wants) can be difficult to pronounce Teacher allows students to listen to the some words with consonant clusters and practice saying

them-,two sounds such as click,slam,drip,snore,stammer and three sounds like-,screech,scream,splash,e.t.c)

Teacher allows students to listen and repeat the other consonant clusters at word endings(Audio 3.5) Teacher explains the grammar-, speculation and deduction– (grammar bank 3A p.142) Teacher elicits students by using the grammar bank exercises (p.143) Teacher explains the active and passive voices and when to use these voices Teacher solicit for students understand by making them work in pairs to circle which sentences are right

and say why others are incorrect. Teacher develops the reading exercise(breaking the silence) and student generate answers)(5a) Teacher focuses on the picture and students must look at the photos and think about what the people are

doing. Teacher encourages students to mark the stress on new words by underlining the stressed syllable. Teacher focuses on the grammar aspect of this lesson and explains to make the object of a sentence act

as a subject or make the subject act as an object Teacher explains future perfect and future continuous sentences and students work out the exercises

provided in the workbook (grammar workbook 3A ) Teacher asks students to practice the dialogues with the people sitting next to them following the flow

chart. Teacher Gets students to get up and role-play the dialogue from memory with other students

4.Evaluation Teacher evaluates throughout the class using the exercises presented on the book.

Error correction. Students evaluate themselves by speculating about the articles in question and how best they think could

fit into their respective cultural settings. Teacher evaluates students with regards to new vocabularies learnt from the articles with meanings.

5.Assignments and improvement plans

SS work on the workbook exercises (p.4&5) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical

English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at (https://elt.oup.com/student/englishfile/beginner)

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Randall.org,esol.org Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:

https://elt.oup.com/student/englishfile/advance d

7. Development skills LISTENING * SS can understand technical instructions as well as narrative descriptive speech from intonation and stressed syllables.

* SS can understand numbers. * SS can read account such newspaper and make speculations and inferences based on knowledge obtained. Writing*Students can fill charts to clarify pronunciations of vowel sounds and consonant clusters

READING * SS can understand and answer questions based on stories

SPOKEN INTERACTION * SS can take part in discussions and express opinion, feelings, desires and ideas defend their suggestions and submissions.

WRITING * SS can write shorts stories about themselves and anecdotes * SS can complete chart with understood vocabulary.

8. Time 4 hours

9. Resources 50" TV Screen, Computer, Sound system, Board. Air conditioning, iPack application, itools application

https://elt.oup.com/student/englishfile/advance

Level: C1 Book: New English File - : Advanced Level Students-, 3B



No.


1 Warm upLead in


2. Introduction. Teacher begins the speaking exercise in the book by asking some specific questions about the article

concerning breaking the silence Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition COMMONLY USED ADJECTIVES

Teacher begins with the reading text provided in the book. Here Teacher puts SS into teams, trying to get a balance of ages and also focus on the task. Teacher tells SS first what they think about the first an last lines from famous people novels and then try to match the novels themselves. Teacher also sets time limit and establish that the winning team is the one with the most correct answers. Teacher also checks the answers from the class and deals with any vocabulary problem

Teacher continues with the vocabulary section and speaking section about describing books. Here Teacher focuses on the task and highlight about the books by explaining the meaning of the adjectives

Teacher then SS time to complete the sentences in pairs by tell them tell the class what they think about the meanings of the words.

Teacher also highlights the literal meaning of grip, haunt and some other words. SS work in pairs and Teacher gets some feedback. Teacher focuses on so, me short listening exercise and plays the recording twice and SS must write down

the four adjectives they hear. Finally, Teacher focuses on the task and the talking points .Teacher demonstrate with an activity before

making SS continue in pairs. Teacher then allows students to listen to different noises in reverse order(least irritating)Here students are

supposed to select which ones they find more irritating or which one doesn’t bother them.(audio 3.1 from the student book)

Teacher leads the SS to the grammar section buy focusing on the task and highlighting five sentences that are taken from real novels Teacher gives SS time to complete the exercise

Teacher highlights how inversion can be used in informal conversations Teacher asks SS to tell the normal forms of saying such phrase. Teacher focuses on exercise in 3B. and also tells SS to go the grammar bank in 3B on p.143.Her Teacher

goes through the example with SS and explains each corresponding rule Finally, the class makes a list of annoying noises and each student must cast a vote on which noise is most

annoying and least annoying respectively.(3d) Teacher focuses on the task and gives SS some time to think of the sentences and then compare with

partners Teacher introduces students to vocabulary about human noises from the students book(Here students

listen to various noises and make notes of what they are)-,(Audio 3.3a) Teacher explains the some consonant clusters(combination two or three consonants sounds-,(clothes,

spring,months,asked,wants) can be difficult to pronounce Teacher allows students to listen to the some words with consonant clusters and practice saying

them-,two sounds such as click,slam,drip,snore,stammer and three sounds like-,screech,scream,splash,e.t.c)

Teacher allows students to listen and repeat the other consonant clusters at word endings(Audio 3.5) Teacher explains the grammar-, speculation and deduction– (grammar bank 3A p.142) Teacher elicits students by using the grammar bank exercises (p.143) Teacher explains the active and passive voices and when to use these voices Teacher solicit for students understand by making them work in pairs to circle which sentences are right

and say why others are incorrect. Teacher develops the reading exercise(breaking the silence) and student generate answers)(5a) Teacher focuses on the picture and students must look at the photos and think about what the people are

doing. Also the pronunciation of some silent syllables are practiced and Teacher plays the CD where necessary

as SS practice the pronunciation Teacher encourages students to mark the stress on new words by underlining the stressed syllable. Teacher focuses on the grammar aspect of this lesson and explains to make the object of a sentence act as

a subject or make the subject act as an object Teacher explains future perfect and future continuous sentences and students work out the exercises

provided in the workbook (grammar workbook 3A and 3B) Teacher asks students to practice the dialogues with the people sitting next to them following the flow


Evaluation Teacher evaluates throughout the class using the exercises presented on the book. Error correction. Students evaluate themselves by speculating about the articles in question and how best they think could



SS work on the workbook exercises (p.4&5) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical


6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Randall.org Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:

https://elt.oup.com/student/englishfile/advanced






8. Time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-, 3C



No.


1 Warm upLead in


2. Introduction. Teacher begins by writing the quote at the top P.44 on the board(books closed) and name the author and

get SS to open their books and read it Teacher then asks the SS what the author meant by the quote Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition UNREAL USES OF PAST TENSES

Teacher starts the lesson using the reading and speaking section. Teacher focuses on the lesson title and task as well elicit suggestions from the class as to the possible meaning of Affluenza

Teacher sets a time limit so SS can quickly read the product description and review of affluenza)Teacher highlights what SS will have to interpret as to what they read and come up with brief definition of Affluenza.Teacher continues to elicit suggestions from the class

Teacher focuses on the second part of the task and elicit whether the review is positive or negative Teacher focuses on the task and give SS time to read the text and answer the questions by comparing

their answers with a partner. Teacher also checks answers and deal with any vocabulary queries Teacher gives an extra support by making SS choose five other words or phrases they would like to learn

from the text and get them to compare their choices. Teacher then gets some feedback from the class as to the words or phrases they have chosen and deal with the vocabulary problems that may arise)

Teacher asks SS to go to the communication section in p.117.Here SS find that any (yes) means they have the virus and vice versa

Teacher gives SS time to discuss in pair and then open a class discussion Teacher Finally,SS do a questionnaire to find out if they Affluenza themselves Teachers then introduces SS to the grammar section of this lesson on special uses of the past tenses. Here

Teacher focuses on the task and give SS some time to complete the task and check with a partner. Teacher then checks the answers.

Teacher then leads SS to the Grammar Bank in 3C on p.144.Teacher goes through with SS regarding each example and gives SS time to read the rules on their own answer any queries

Teacher gives some Grammar notes that SS should be aware of. Teacher then puts SS in pairs to practice the Grammar rules regarding this lesson. The listening section is then introduces and here Teacher focuses on instruction and tells SS they are

going to listen to a university lecture given by professor at Harvard university in the USA.Teacher tells SS that this will give them practices in listening in an academic context

Her Teacher focuses on three conclusions and gets SS in pairs to choose one of them .Teacher also gets feedback.

Teacher goes through the glossary with the class and then plays the first part of the lecture for SS to check and then goes through with SS to check the answers

Teacher now focuses on the questions. Plays the CD again, pausing after each question is answered. Teacher then gives SS to check the answers.

Teacher focuses on the multiple choice questions 1-5 for the second time part of the lecture. Teacher gives SS time to check.

Teacher introduces SS pronunciation .Here SS must focus and say sentences individually or with a partner and to decide whether the pink sounds in each sentence are all the same or different .

SS then goes to the sound bank whether they identify particular sounds and their respective spellings Teacher elicits the seven sound words from the class(chair,ear,train,car,egg,bird,tree) Here Teacher gives SS sometime to put the words in the list in the right column Teacher introduces the vocabulary about money. Here Teacher focuses on the task and gives SS time to

complete the missing words Teacher tells SS to go to vocabulary Bank Money on p.162 Here Teacher focuses on section 1(Nouns for money or payments) and get SS to do it individually. Here

Teacher also checks answers and elicit or model the pronunciation of some tricky word as necessary. Now Teacher focuses on section (Money in today’s society. Teacher gives SS time to read the text and

discuss what the bold words mean Teacher also explains some adjectives related to money and elicit the thesaurus to search the synonyms

of some words. Here, Teacher also gets SS to do the exercise in pairs and again model the pronunciation

of some tricky words. Finally, Teacher focuses on some idioms related to money and get SS to do it individually or in pairs and

elicit answers. Teacher plays the CD for SS to check their answers. Teacher plays the CD again where necessary Finally,SS test their partners in p.18

| Evaluation Teacher evaluates throughout the class using the exercises presented on the book. Error correction. Students evaluate themselves by speculating about the articles in question and how best they think could



SS work on the workbook exercises (p.35) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical

English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at (https://elt.oup.com/student/englishfile/advanced)

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Randall.org/esol.com Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:







8. Time 4 hours


LESSON PLANLevel: C1 Book: New English File – Advanced Lesson: 4A

Goal mark: maintain an opinion or an argument in a discussion. Identify the main points of a narrative account that has been read and put them in order, with reference to some given criteria. Understand conversation between two or more people using standard dialect, following it for stress and intonation. Select the correct word, phrase or clause to answer a question or complete a sentence, when I am given a list of alternatives.


No.


1 Warm up Greeting and welcome the students. Teacher introduces an ice breaker to start the lesson Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher uses real and unreal situations to construct sentences. Teacher sets the goals of the lesson written on the students’ book.

3. Language acquisition REAL AND UNREAL CONDITIONALS Teacher focuses on students understanding of Past simple and if conditionals and the auxiliary verbs

(will and30 would)SS to ask questions on them Teacher explains to students when to make hypothetical statements and how answer to such texts. Teacher also explains the 3rd conditionals. Teacher explains using 3rd condition to talk about the hypothetical past Teacher plays the audio for SS to check their answers. Teacher ells SS to go to Vocabulary Banks to study about feeling sensations p.4B. And focuses on the

instructions for using these sensations(look,smell,hear,taste) Teacher focuses on students to describe their sensations when they eat what they like or they react to

changes in their environment.. Teacher plays the audio once for SS to complete the dialogue. Teacher puts SS in pairs, A and B. Demonstrate that they are going to practice the dialogue. Teacher focuses on the p conditionals and students give examples of their ideal hypothetical

situations. Teacher tells students to construct sentences with the sensations. Teacher goes through the rules with the class Teacher focuses on the exercises for 4B and gets SS to do the exercises individually or in pairs. Focus on the questions and answers in the grammar bank Teacher Drills the questions and answers in the sentence stress box with choral and individual

repetition and focuses on the exercise and give SS a few minutes to write the sentences. Teacher plays the audio for SS to listen and check their answers. Teacher goes through exercise 4B explaining the sounds presented and gets SS to read the sentences

on sentence stress. Teacher focuses on the sentences, plays the audio for SS to hear the difference between the sentences

presented at the Listening & Speaking exercise.

Teacher gives SS practice in distinguishing aurally between him and her and then trying to make the distinction themselves.

Teacher focuses on the stress sentences. Plays the CD for SS to hear the difference between the sentences.

Teacher focuses on the sentences in A again. Explains that SS are going to hear only one of the sentences and they have to tick the one they hear.

Teacher presents students to different sentences and students are supposed to circle correct forms and give reasons for changes


Error correction. Students evaluate themselves by answering the workbook exercises


SS work on the workbook exercises (p.4b &4c) to achieve the goal marks. SS are suggested to join the following practicums: Grammar, listening, phonetics, song, writing,

practical English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at https://elt.oup.com/student/englishfile/beginner

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:


7. Development skills LISTENING * SS can understand simple greetings and instructions. * SS can understand numbers. * SS can understand names and nationalities. * SS can give personal information.

READING * SS can understand simple greetings and instructions. * SS can understand numbers.

SPOKEN INTERACTION * SS can say hello and goodbye. * SS can say the days of the week. * SS can say phone numbers and basic numbers * SS can spell their names.

WRITING * SS can write simple information about themselves. * SS can complete simple charts with basic words

8. time 4hours

9. Resources 50" TV Screen, Computer, Sound system, Board. Air conditioning, iPack application, itools application.

LESSON PLANLevel: C1 Book: New English File – Advanced Lesson: 4B



No.



2. Introduction. Teacher uses real and unreal situations to construct sentences. Teacher sets the goals of the lesson written on the students’ book. Teacher focuses on SS self help developments by presenting the lesson on how SS can persuade people

to do things for them.3. Language acquisition HELPING YOURSELF OR SOMEONE

SS begin by reading the text review of a recent self- help about persuading people to works for you. Here SS read and re-tell the extracts from it and assess the usefulness of the tips.

Teacher does the lead in on the lesson title and elicit two possible meanings according to the context(serve yourself or do something to help yourself)

Focus on the question and elicit answers from SS.Here Teacher focuses on review(Persuaders).Ask SS why they think there is a carrot on the cover or stick approach to commonly used expressions for the two ways of getting someone to do something for you.

Teacher sets time limits for SS to read the review and to answer the questions in pairs. Here Teacher also focuses on instructions and put SS in pairs. As and Bs and puts to groups to discuss two strategies.Taecher gets feedback from the whole class and elicit situation where they think the strategies might work.

Teacher introduces the grammar focus which is the common pattern of verb+ object +infinitive or gerund.

Teacher focuses on the sentences and gives SS time in pairs to decide whether they are right or wrong and to correct mistakes. Teacher encourages SS to use their instincts since they might have studies these structures before.

Teacher tells SS to go the Grammar Bank 4B on p.146.Teacher goes through each example and its corresponding rule with the class or give SS time to read example and rules o their own and answer any queries that may arise

Teacher focuses on the exercise for 4B.SS do the exercise individually or in pairs.SS then get to check answers with partners and Teacher supervises.

Teacher puts SS in pairs, A and B. Demonstrate that they are going to practice the dialogue.(p.167) Teacher focuses on the p conditionals and students give examples of their ideal hypothetical situations. Teacher tells students to construct sentences with the sensations. Teacher goes through the rules with the class Teacher focuses on the exercises for 4B and gets SS to do the exercises individually or in pairs.

SS the listen to a radio discussion with focus on intonation in polite request Teacher focuses on the gapped phrases1-6.Plays the CD the whole way through for SS to listen. Teacher

plays again and pauses after each sentence to give SS to write and check answers. Teacher highlights that all speakers have used polite language but ask SS which forms are the most polite

in terms of language used.(Number 1,4,5 and 6). Teacher focuses on the instructions and plays CD once or twice if necessary. Teacher explains that each

sentence sounds more polite because of the intonation (the fall and rise) and wide voice range. Teacher then gets SS to mingle and try to convince at least three other SS to help them. Elicit two tips SS

learnt from the self-help book(CD track 32:-4.5 and 4.6) Teacher tells SS they should only agree to do things for other people if they are only convinced by their

powers of persuasion(and intonation) Teacher gives SS an extra idea that they could use photocopiable on page 193 to give SS ideas. Finally, Teacher introduces the vocabulary section of this lesson about compound adjectives. Her SS

focuses on the information box and go through it with SS .They will already be familiar with compound nouns but stress that unlike compound nouns, compounds adjectives are often hyphenated

Teacher focuses on question 1 and elicits the compound adjectives formed by word from each circle. Teacher gets SS to continue individually .Teacher checks and elicit the compound adjectives although they are normally stressed on the second word

Teacher gets SS to ask and answer questions with a partner while Teacher monitors and help where necessary.

Teacher focuses on the task and set time limit for SS to match the words and check answers. Teacher gives SS some few minutes to ask each other(compound adjective:-p.128(instructions p.208)


Error correction. Students evaluate themselves by answering the workbook exercises Workbook pp.37-39


SS work on the workbook exercises (p.4b &4c) to achieve the goal marks. SS are suggested to join the following practicums: Grammar, listening, phonetics, song, writing, practical

English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at https://elt.oup.com/student/englishfile/beginner

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key.

Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:






8. time 4 hours


LESSON PLANLevel: C1 Book: New English File – Advanced Lesson: 4C



No.



2. Introduction. Teacher uses real and unreal situations to construct sentences. Teacher sets the goals of the lesson written on the students’ book.

3. Language acquisition CONDITIONAL SENTENCES Teacher starts by giving the overview of the lesson as it seeks to address the behavioral addictions and

obsessions such as been addicted to shopping, Alcohol or Drugs/substance addiction Teacher tells SS to revise the phone language experiment about a journalist who talked about living

without her mobile phone Teacher asks open-class questions and elicits ideas. The photos in the text gives SS some ideas(internet,

tanning and shopping) and SS should be able to come up with some more Teacher focuses on the task and the article and sets time limit for SS to read once and answer gist

questions with a partner. Teacher focus on the highlighted expressions (substance dependence) and elicit that it means being

dependent on (i.e. addicted to)a substance.eg nicotine, or alcohol. Teacher then SS to continue in pairs working out the meaning of the other highlighted expressions

Teacher also deals with any vocabulary that may arise and also give an extra support to SS where they can choose five other words or phrases they would like to learn from the text.

Teacher concentrates on the task in the Grammar sections where SS learn about conditional sentences. Teacher then focuses on the exercises and give SS time to match the sentence halves.

Teacher elicits sentences hypothesizing either about the present/future and about the past Teacher elicit that in 2 and the If clause is like a second conditional (because it refers to the present and

the other clause is the 3rd because it refers to the past. Teacher tells SS to go Grammar Bank in 4C on p.147.Teacher goes through each example and its

corresponding rule with the class and gives SS sometime to read the text and answer any queries SS do the exercise in pairs and compare with a partner. Teacher focuses on questions divides the class in groups of four or five. Teacher gives 5 minutes to

discuss the questions. Monitor and correct any errors with conditional sentences. Teacher gives Grammar notes on where SS should be familiar with (2nd and 3rd) condition. Teacher introduce to some consonant sounds and spellings to give SS some opportunity to fine-tune

their pronunciation of four consonant sounds which may still cause problems even when at advanced level.

Teacher focuses on the instructions and the chart and check SS to know what the sounds are in each

picture. Teacher then encourages SS to say the word the words in the list loud before writing them in the columns

Teacher plays the CD once for SS to check their answers and encourages them link the words where appropriate.

Finally Teacher gets SS to practice saying the sentences with a partner while encouraging them to say it quite fast linking words where appropriate

Teacher Drills the questions and answers in the sentence stress box with choral and individual repetition and focuses on the exercise and give SS a few minutes to write the sentences.

Teacher plays the audio for SS to listen and check their answers. Teacher introduces on the vocabulary tasks and quizzes. Teacher sets time limit for SS to do the task in

pairs.(The part 2 and part 3)Teacher tells SS to make notes for each day and plays the CD twice. Teacher gets SS to compare with a partner and check answers.

Teacher explains the meaning of some phrasal verbs Teacher has an open class discussion and SS ask questions.


Error correction. Students evaluate themselves by answering the workbook exercises


SS work on the workbook exercises (p.4b &4c) to achieve the goal marks. SS are suggested to join the following practicums: Grammar, listening, phonetics, song, writing,

practical English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at https://elt.oup.com/student/englishfile/beginner

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material

at:https://elt.oup.com/student/englishfile/advanced





8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-, 5A

Goal mark: Understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Follow and understand a thread and newspaper website posts, and analyze them critically.


No.


1 Warm up Greetings and welcome of students.

Lead in Teacher uses an ice breaker to get students into an interactive mood. Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher begins the with the reading exercise in unit 5A1about the nanny state and students brainstorm

about the anticipation of the article Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition PERMISSION,OBLIGATION AND NECESSITY

Teacher starts the lesson using the Reading and speaking sessions and students answer the respective True or False questions that follow.

Teacher writes Nanny state on the board and ask SS if any of them know what that expression refers to or if they can guess.

Teacher gives SS some time to read the definition and with a partner, summarize what it means. Teacher focuses on the title of the article and elicit from SS what they think about(Nannyfonia).Teacher

focuses on the tasks and laws and gives SS time to go through with a partner and discuss which ones they think might true

Teacher then ask students to make take not of some abbreviated words in the article as well as their significance in everyday English.(5A.d)

Teacher sets time limits for SS to read the article and find out if they guessed correctly. Teacher then allow students to learn some phrasal verbs in the article that are very useful(lean out, pull

up, wind something down, bring something in and out) Teacher focuses on the Grammar task and ask SS to work in pairs of sentences .SS go to the Grammar

Bank 5A on p.148.Teacher goes through each example and its corresponding rule with the whole class and gives SS time to read the example and answer any queries.

For S peaking, Teacher divides SS into groups and focus on the task. Here Teacher points out some proposed laws on the exercise already that exists in UK and d USA.

Teacher allow the class to sit in groups to talk about laws proposed in different segments of their society i.e.(proposed legislations and how they think we affect their developing communities)

Teachers makes students about legislations in areas like(homes,road,public health,educationsociety) Teacher introduces students to vocabularies about making your opinions heard and allowing people to

learn from your suggestions and word information prefixes such as anti-smoking policies or legislations, out-lawed practices and actions.

Teacher explains gerunds and infinitives and how they can be made useful in everyday English. Teacher focuses n word formation prefixes and elicit that (anti )adds meanings of against and there is

always a hyphen between anti and the next word Students learn vocabulary about music such as genres. Teacher helps students to pronounce and practice with the y and ch-sounds.

Teacher starts the lesson with speaking and listening session of this unit and students must listen speak about the article about works of art 5A.c)

Teacher allows students to listen and check the answers of students for the exercise. Teacher explains the grammar-, used to, be used to, get Teacher explains instructions and gives SS time go through sentences Teacher then elicits students by using the grammar bank exercises Teacher also explains the grammar about verb senses Teacher illustrate the vocabulary about sleep as well as place and movements Teacher allows students to complete exercises on the vocabulary section. Teacher solicit for students understanding by making them work in pairs to circle which sentences are

right and say why others are incorrect. Teacher addresses the need for myths and why some are misleading students discuss whether

some facts about life are true or myths. Teacher introduces students some similes and how they can add emphasis to adjectives, verbs or

adverbs. Teacher leads students in the pronunciation section of this unit. Teacher leads students also in the grammar review and all questions and problems are addressed

in this chapter of the advanced level Students listen to some words and match their meanings through interactive exercises. Students have practical English in this section and they take the unit quiz and prepare for the test. Teacher makes students practice the exercise provided in the workbook (grammar workbook ,5B Teacher asks students to practice the dialogues with the people sitting next to them following the flow






SS work on the workbook exercises (p.10 to 11) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical


6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Randall.org,ww.telegraph.co.uk/culture/qi/ Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material at:







8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-, 5B



No.


1 Warm upLead in

Greetings and welcome of students. Teacher uses an ice breaker to get students into an interactive mood. Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher begins the with the reading exercise in unit 5A1about the nanny state and students brainstorm

about the anticipation of the article Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition VERBS OF THE SENSES!

Teacher focuses more on installation and modern sculptures and thing people find difficult to accept as

art.SS try to identify which photos show works of art and which are ordinary objects and then listen to experts explaining these installations and what message they convey.

Teacher focuses on the photos and gives SS time to discuss them. Teacher gets feedback to find out which of the four objects SS think are art and why.

Teacher tells SSS to go to the communication section Four works of art on p.118 to find out the answer a ,and some more information about the four works of art

Teacher then asks SS what these Artist are trying to portray .Teacher then focuses on the task and give SS to read the questions and answer them in groups.

Teacher plays CD and tells SS to listen in order to attempt answering the questions Teacher plays the recording as many times as necessary.(CD track 13) Teacher then introduces the verbs of senses and gets to answer questions. Teacher checks the answers

with whole class Teacher tells SS to go to the Grammar Bank 5B on p.149.Teacher goes through each example and its

corresponding rules with the class or give SS some time to read examples and rules on their own. Teacher focus on the exercises in 5B.SS do the exercise in groups and Teacher gets them to compare

answers before checking the answers.SS then go to the main lesson on p.73 Teacher focuses on the task and plays the poem again and this time with SS concentrating on the rhythm

and stress. Teacher elicits the words that the words are written in italics because they are given extra stress.

Teacher goes through the information box with SS.Plays CD once the whole way through. The play pausing after every sentence for SS to match it to one of the continuation A-E.

Teacher focuses on the questions and gets SS to answer together. Teacher plays CD once for SS to read and listen Teacher explains the grammar-, used to, be used to, get used to. And expose students to the rules

governing these grammar banks Teacher then elicits students by using the grammar bank exercises Teacher also explains the grammar about verb senses Teacher illustrate the vocabulary about sleep as well as place and movements Teacher allows students to complete exercises on the vocabulary section. Teacher solicit for students understanding by making them work in pairs to circle which sentences are

right and say why others are incorrect. Teacher asks students to practice the dialogues with the people sitting next to them following the flow






SS work on the workbook exercises (p.10 to 11) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical


6. Bibliography

On line resources








8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-, 5C



No.


1 Warm upLead in

Greetings and welcome of students. Teacher uses an ice breaker to get students into an interactive mood. Teacher reviews the Fry's Vocabulary (Use PPT files Fry's) Teacher begins the with the reading exercise in unit 5A1about the nanny state and students brainstorm

2. Introduction. about the anticipation of the article Teacher sets the lesson objective and lesson outcomes in accordance with the communicative level

approach of the level of this book.3. Language acquisition TRICKS AND TREATMENT!

Teacher starts by focusing the quiz and set time limit for SS to do it with a partner in groups Teacher checks answers, eliciting meaning of the words and correcting the pronunciation problems that

may also arise. Teacher focus on statements 1-6.Tells SS that information comes from a book of the same name never

shower in a thunderstorm. Teacher puts into small groups where they discuss about whether it’s a myth or tale

Teacher gets feedback on what SS think and play CD for SS to see if they are true or myths and how many SS guessed correctly.

Teacher starts the lesson using the Reading and speaking sessions and students answer the respective True or False questions that follow.

Teacher introduce the Grammar task and get SS to answer the questions that in 5C.SS do the exercise in pairs and compare them with partners

Teacher then ask students to make take not of some abbreviated words in the article as well as their significance in everyday English.(5A.d)

Teacher then allow students to learn some phrasal verbs in the article that are very useful(lean out, pull up, wind something down, bring something in and out)

Teacher allow the class to sit in groups to talk about laws proposed in different segments of their society i.e.(proposed legislations and how they think we affect their developing communities)

Teachers makes students about legislations in areas like(homes,road,public health,educationsociety) Teacher introduces students to vocabularies about making your opinions heard and allowing people to

learn from your suggestions and word information prefixes such as anti-smoking policies or legislations, out-lawed practices and actions.

Teacher explains gerunds and infinitives and how they can be made useful in everyday English. Students learn vocabulary about music such as genres.

Teacher begins the lesson with the grammar section by introducing students to the reporting verbs section.

Teacher focuses on the structures after reporting verbs and various forms they take Teacher introduces students to some specific reporting verbs in English regarding 1st person,2nd person

and 3rd person +ing forms. Teacher introduces students to some medical vocabularies about these specific questions-, when you

might get a? Why you might be given? When you might need to see? What are the symptoms of?, what might happen if you don’t ?

Students complete the exercise in 5.17 while we share some thoughts about some surprising myths in different cultures in the world.

Teacher addresses the need for myths and why some are misleading students discuss whether some facts about life are true or myths.

Teacher introduces students some similes and how they can add emphasis to adjectives, verbs or adverbs.

Teacher leads students in the pronunciation section of this unit. Teacher leads students also in the grammar review and all questions and problems are addressed

in this chapter of the advanced level Students listen to some words and match their meanings through interactive exercises. Students have practical English in this section and they take the unit quiz and prepare for the

test. Teacher makes students practice the excersies provided in the workbook (grammar workbook 5A,5B

and 5C) Teacher asks students to practice the dialogues with the people sitting next to them following the flow






SS work on the workbook exercises (p.10 to 11) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing,

practical English, conversation, vocabulary, and reinforcement. Students are suggested to learn more at (https://elt.oup.com/student/englishfile/beginner)

6. Bibliography

On line resources

DVD - Brings the Practical English lessons to life. MultiROM Home-study CD-ROM and audio CD in one. . Grammar, vocabulary, pronunciation, and video. ‘Listen and repeat’ audio practice. Workbook. Lesson by lesson revision and practice. Available with or without key. Randall.org

Class audio. Three CDs of class listening material. Website. Interactive exercises, games, and downloadable material

at:https://elt.oup.com/student/englishfile/advanced






8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-6A

Goal mark: Listen to part of a variety of broadcasted programs and understand well enough to try to predict how it will develop and give answers or comments about it. Read and recall information. Participate fully in a conversation about his/her own and other people’s preferences, opinions, memories and experiences.


No.


1 Warm upLead in

Greetings and welcome of students. Teacher uses an ice breaker to get students into an attentive mood for upcoming class.

Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher sets out the objective of the lesson by focusing on the grammar of expressing future plans and

arrangements SS expand their knowledge of vocabulary related to travel and tourism

3. Language acquisition SPEAKING TO THE WORLD Teacher starts the lesson using a lead in exercise outlined in the (P.84) SS begins by reading the newspaper article which questions the value of visiting many tourist sights Teacher introduces SS to vocabulary of new travel related words and phrases. Teacher then allow SS to practice the speaking exercise outlined in the book.ie.SS must think of five

places they would consider to visit and write them on the board Teacher tries to find out if SS have some places in common and then allows SS to answer a

questionnaire about what kind of traveler they are. Teacher makes students form groups of three and compare their list and share thoughts and experiences

about their last visits to these places) Teacher allows SS to focus on the article and elicit and explain some pictures in the unit depicting

some interesting sights) Teacher sets time limit so student can read the article and answer the comprehension section with a

partner Teacher focuses on the task and asks to read the article again and go through the article with a partner Teacher gets feedback by putting SS in pair to discuss what each group think about each other’s

answers Teacher focusses on some tricky pronunciation exercise explained in this task i.e. homophones.(words

pronounced the same but different spellings) Teacher uses the information box section and the words drilled to help students note and pronounced

correctly. Teacher goes through the information box with SS where SS learn to pronounce words with same

sounds but different spellings Teacher focuses on the picture and students must look at the photos and think about what the people are

doing. Teacher focuses on the exercise provided in the book (Teacher does the first example with SS and in

pairs SS check answers and learn to spell those tricky homophones. Teacher makes SS to demonstrate by asking meanings and spellings of some homophones and SS get to

continue in pairs. Teacher introduce SS to grammar expressing future plans and arrangement(.Focus on the questions and

article and asks SS to extreme commuting means of travelling ie.long way to work)

Teacher plays CD Track 4 once or twice elicit answers to the questions Finally, Teacher plays a radio programme and SS must listen to a well-known orchestral conductor

describe a memorable journey. Teacher elicit SS to find out if they agree with and elicit reasons for any relevant experience SS have

had.


Teacher evaluates students with regards to new vocabularies learnt from the articles with meanings.


SS work on the workbook exercises (p.4&5) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing,


6. Bibliography

On line resources








8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-6B

Goal mark: Listen to part of a variety of broadcasted programs and understand well enough to try to predict how it will develop and give answers or comments about it. Read and recall information. Participate fully in a conversation about his/her own and other people’s preferences, opinions, memories and experiences. . .


No.


1 Warm up Greetings and welcome of students.

Lead in Teacher uses an ice breaker to get students into an attentive mood for upcoming class. Teacher reviews the Fry's Vocabulary (Use PPT files Fry's)

2. Introduction. Teacher sets out the objective of the lesson by focusing on the grammar of ellipsis and substitution SS expand their knowledge of vocabulary related to travel and tourism Teacher also focuses on the vocabulary of the natural world

3. Language acquisition PESTS AND PETS Teacher starts the lesson by introducing SS to some animals used as pets in the real world situation SS discuss some various controversial issues related to animals Teacher allow SS to read the newspaper article about how pets and owners become more alike as time

passes Teacher allows SS to read the Article once and answer questions with a partner Teacher focuses on the multiple matching task and also reminds SS about what the Reading task

involves. Teacher gets SS to compare answers and any well-argued opinions. Teacher focuses on the photos provided as well as the tasks .The gist questions provided are answered

by SS through the time limits set Teacher then introduces SS grammar by focusing ellipsis and substitution Teacher focuses on the task to get SS compare answers with a partner Teacher gives an extra challenge to SS where SS complete sentences and check with the article .i.e. SS

replaces a whole phrase which is not said but which is understood by the listener from the context. Teacher tells SS to go to the grammar bank 6B on p.152.Teache goes through each example with SS

and explain the corresponding rules with SS Teacher allows SS to read the examples rules on their own and answer any queries from SS Teacher gives grammar notes about the instinctive feel for the aspects of substitution and elision

covered in the unit and ask them to assimilate them into their own everyday English. Teacher gets feedback by putting SS in pair to discuss what each group think about each other’s

answers Teacher then focuses on the exercise for 6B.SS do the exercises individually or in pairs. Teacher introduces SS to the pronunciation of some auxiliary verbs and to)in the infinitive form. Teacher encourages SS to distinguish between strong and weak forms of the auxiliary and to in the

infinitive form as well as motivating SS to improve their pronunciation at this level. Teacher focuses on instructions and the dialogues. Encourages SS to answer the task with partners Teacher explains S(stressed)in question tags, short answers, negative sentences when they are used for

emphasis and when they are used for the last word in sentence. Teacher explains the auxiliary YES or NO questions with (DID,DO.DOES,NEITHER DO I,SO DO I) Teacher plays CD Track once or twice pausing after each dialogue for SS to check their answers.

Teacher then gets SS to practice saying the dialogues stressing the right words. Finally, Teacher gives an extra support to SS by playing the recording line by line and get class to copy

the stressed and sentence rhythm. Teacher then elicit matched pairs of sentences from SS before getting SS practice the dialogue for the

final time. Finally, Teacher introduces SS to vocabulary about natural world. Here Teacher focuses on the quiz and

set a time limit for SS to do it in pairs or in small groups. Teacher models and drills pronunciation where necessary. Teacher gives extra ideas by pointing out words that are ONOMAPOEIC and find the words with

corresponding sounds in S1. Teacher tells SS to go to the vocabulary bank: The natural world on p.166.Teacher focuses on the

section 1 ANIMALS, BIRDS AND INSECTS. Teacher then gets SS to do the exercises and compare them with partners. Teacher checks answers and models the pronunciation of tricky words where necessary Teacher focuses on section 2(issues relating to animals and gets SS to read the sentences and ask them

to say what the bold words mean and elicit pronunciation


Teacher evaluates students with regards to new vocabularies learnt from the articles with meanings. SS test themselves as they cover the test by looking at pictures Asking SS to remember the idioms and ask them if they have equivalent idioms as provided in their L1 Get some feedback by saying e.g. who knows somebody who has been attacked by a wild animal?

What happened? Test a partner in p.18


SS work on the workbook exercises (p.90) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing,


6. Bibliography

On line resources








8. time 4 hours


Level: C1 Book: New English File - : Advanced Level Students-6C

Goal mark: Listen to part of a variety of broadcasted programs and understand well enough to try to predict how it will develop and give answers or comments about it. Read and recall information. Participate fully in a conversation about his/her own and other people’s preferences, opinions, memories and experiences. .


No.


1 Warm upLead in


2. Introduction. Teacher sets out the objective of the lesson by focusing on the grammar of adding emphasis and cleft

sentences Teacher writes quote on top of p.92 on the board(books closed, names the author of the book and gets SS

open their book and guess it SS expand their knowledge of vocabulary related to words that are often confused Teacher begins the pronunciation section

3. Language acquisition IMMIGRATION AND ADDING EMPHASIS. Teacher starts the lesson LLING A STORY PF A Polish woman and a British Man who emigrated

abroad talking about their experiences SS read the book focus on the photos provided. Teacher her focuses on pre-reading questions and get SS to answer them with a partner Teacher gets feedback from class and tells SS what they think. Here Teacher focuses on gist questions

and sets time limits for SS to read the extract once. Teacher checks answers with SS.Teacher focuses on the task and gets SS to read the extract again while SS justify their choices of answers

Teacher gives extra support with the lexis in context section. Teacher gives SS time to find verbs in text guess their meanings.SS must do this in pairs and compare with partners.

Teacher deals with any vocabulary quarries and problems SS may have Teacher continues the lesson with the grammar section. Here SS work on grammar of clauses or phrases

which emphasize one part of sentence, sometimes called cleft sentences Teacher focuses on sentences 1-4 and give SS time to try complete them with a partner, preferably in

pencil or on another piece of paper. Teacher plays the CD for SS to check, pausing and playing again as necessary. Then SS compares the

sentences Teacher plays CD4 track 15 to explain the examples cleft sentences Teacher asks SS to go to Grammar Bank 6C on p.153.Teacher goes through each example and its

corresponding rule with the class. Teacher gives SS time to read examples and rules on their own and answer their quarries Teacher gives grammar notes and asks SS to pay attention on or emphasize one part of the sentence by

adding certain words or phrases to the beginning of the sentence as a kind of introduction or build up Teacher tells SS to focus on the exercises for 6C and SS do the exercise in pairs and then compares with

partners. Teacher then tells SS to go back page to p.93

Teacher introduce SS to pronunciation focusing on the intonation patterns in these kinds of sentences Teacher focuses on pronunciation notes especially regarding how cleft sentences have specific intonation

patterns. Teacher encourages SS to imitate ds and pronunciation since that will make their English sound more

natural and find meanings of technical expressions Teacher explains the items in the information box and goes through with SS. Here Teacher plays audio

6.14 and SS listens and try to grasp the two different intonation patterns Teacher plays the CD pausing after each sentence for SS to listen and repeat .Teacher plays the recording

again where necessary. Teacher gets SS to do the task and give them time to complete the sentences while monitoring and

helping. SS take turns to read their sentences to each other. Teacher monitors and check the intonation as well

correcting it where necessary Finally on pronunciation ,SS make intonation sentences of their own and read them out to the hearing of

other SS Finally, Teacher introduces SS to vocabulary focus on words that are often confused, e.g. a foreigner and

stranger. Immigration is very much part of the modern society and teacher encourages SS to talk immigration

systems in their country Teacher focuses on the task and gets SS to compare their answers with partners. Teacher checks answers

and elicit the exact meanings of each word Teacher gives SS time to complete their sentences and then compare with a partner. Here checks the

answers and elicit the pronunciation of both words. Teacher emphasizes on which word is right in each sentences and why one can’t be used for the other. (Suite/suit, besides/beside, lie/lay, affects/effects).

Teacher focuses on task and ask give SS few moments to complete their sentences Teacher then gets SS in pairs and get them discuss whether they think the sentences are e true of men or

women Finally Teacher gets feedback from SS according to the communicative learning approach of the SS in

question.p.225(instructions p.206)


Teacher evaluates students with regards to new vocabularies learnt from the articles with meanings. SS test themselves as they cover the test by looking at pictures Asking SS to remember the idioms and ask them if they have equivalent idioms as provided in their L1 Teacher evaluate through the photocopiable materials n celebrity immigrants p.200(instruction p.181


SS work on the workbook exercises (p.90) to practice and achieve the goal marks. SS are suggested to join the following practicum: Grammar, listening, phonetics, song, writing, practical


6. Bibliography

On line resources



Adding emphasis(7) p.174






Workbook pp.60-62)

8. time 4 hours


Documents

Web viewLevel: C1 Book: New English File - : Advanced Level Students-, 3A. Goal mark: understand simple technical information as well as instructions addressed carefully and