G a / an, plurals; th is / th a t / th e se / those

V things: a table, a computer, etc.

sM I P final -s and -es; th

2A A writer’s room
Lesson plan ^ 5 1 » ) Now do b. Play the audio for Sts to check
The room where the well-known children’s author answers. Then play the audio again, pausing after each
Roald Dahl wrote his books provides the context for the word to drill pronunciation. Give further practice of
presentation o f both vocabulary and grammar in the any words your Sts find difficult to pronounce.
lesson. Sts begin by looking at a photo o f this room full
# 5 1 )))
of objects and then learn more words for everyday things.
15 a book 14 a newspaper
They then learn the grammar o f the indefinite article 1 a coin 26 a pen
a I an, and singular and plural nouns, and focus on the 21 a credit card 16 a pencil
pronunciation o f the final -5 or -es. This language is then 5 a diary 8 a photo
practised through listening and speaking. There is then a 23 a dictionary 20 apiece of paper
2 a file 24 a purse
second grammar focus where Sts learn how to use this, that, 4 glasses 19 scissors
these and those, and the lesson ends with a pronunciation 22 headphones 25 a stamp
focus on the two pronunciations o f th, and more oral 13 an identity card 28 sunglasses
9 an iPod 27 a ticket
grammar practice.
11 a key 7 a tissue
3 ‘a laptop 10 an umbrella
STUDY И Ш 17 a magazine 6 a wallet
• Workbook 2A 12 a mobile 18 a watch
• iTutor
• w w w .oup.com /elt/englishfile Go through the information box on P lu ral nouns
with Sts.
Extra photocopiable m aterial Now focus on the instructions for c. Model and drill
• Grammar a / an, plurals; this / th a t / these / those p.165 the two questions What is it? (for singular objects) and
• Vocabulary Common objects p.250 (instructions p.244) What are they? (for plural objects). Demonstrate the
• Communicative Mystery objects p.211 (instructions p. 199) meaning by holding up classroom objects, e.g. one
• w w w .oup.com /elt/teacher/englishfile pencil, two pens. In pairs, get Sts to cover the words
with a piece of paper, look at the pictures, and ask the
O p tio n al lead -in (b o o k s closed) appropriate question.
• Play Hangman with the word c l a s s r o o m (see p.23). Tell Sts to go back to the main lesson 2 A.

E x tr a support
1 VOCABULARY things •If you think Sts need more practice, you may want to
a Books open. Focus on the photo and find out if Sts give them the Vocabulary photocopiable activity at
know Roald Dahl (1916-1990). Elicit the names o f any this point.
o f his books Sts have read. His well-known children
novels include Charlie and the C hocolate Factory,
Matilda, The Witches, and Fantastic Mr Fox (all of which
2 GRAMMAR a / an, plurals
have been made into films). A collection o f short stories a Focus on the chart and get Sts to complete it in pairs.
called Tales o f the Unexpected is possibly his best-known
Check answers.
adult fiction - these were made into a TV series.
an umbrella umbrellas a watch a diary
b Focus on the instructions and explain any vocabulary if
necessary. Demonstrate the activity with the first item Ask Sts if they can guess why we use an (not a) before
in the list. Check the answer saying Can you see a table? umbrella (because it begins with a vowel sound, not a
and get Sts to point to the table in the picture. consonant sound).
Explain the meaning of tidy (= with everything in the b %t52))) Tell Sts to go to G ram m ar B a n k 2 A on p. 126
right place) and teach /elicit the opposite, untidy. and to look at a /an, plurals.
Sts should tick : Focus on the example sentences and play the audio for
a lamp, a chair, photos, a phone, and pieces o f paper. Sts to listen and repeat. Then go through the rules for
a I an with the class.
с Tell Sts to go to V ocab u lary B a n k T hin gs on p .151
and get them to do exercise a individually or in pairs. Do the same for the examples and rules for regular and
irregular plurals.
Highlight particularly the pronunciation of -es (/iz/) in
watches and boxes.

A d d itional gram m ar n otes
a I an (in d efinite article )
• Articles are easy for some nationalities and more
difficult for others, depending on their LI. Here
the focus is just on the indefinite article. Some
nationalities may not have an indefinite article,
and others may confuse the number one with the
indefinite article as it may be the same word in
their LI.
P lu ra l nou ns
• The system in English o f making regular nouns
plural is very straightforward, simply adding an s.
• es (/iz/) is added to some nouns when it would be
impossible to pronounce the word by adding just
an 5 , e.g. watches. A very small number o f English
words have an irregular plural form, e.g. child-
children.
Focus on the exercises for 2A on p .127. Sts do exercises
a and b individually or in pairs.
Check answers, getting Sts to read the full sentences.
a 1 a city, cities 4 a box, boxes
2 an email, emails 5 a woman, women
.... ... . , , . ..
3 a person, people
= J b 1 They’re children. 4 It’s an umbrella.
2 It’s a purse. 5 They’re sunglasses.
3 They’re men.
Tell Sts to go back to the main lesson 2A .
3 PRONUNCIATION final s and es
P ro n u n ciatio n n otes
• When plural nouns end in s, the 5 is pronounced
either as /s/or as Izl depending on the previous
sound. The difference is small and difficult for
Sts at this level to hear or produce (they will tend
to pronounce all endings as /s/), and you simply
want to point it out. Sometimes this difference can
produce misunderstanding, e.g. eyes /aiz/ and ice
/ais/. The full rules are:
1 -x is pronounced /s/after these unvoiced*
sounds: /к/, /р/, If/, Itl, e.g. books, maps, cats.
2 -5 is pronounced /z/ after all other (voiced*)
endings, e.g. mobiles, keys, photos. This is by far the
biggest group.
*V oiced and unvoiced co n so n an ts
• Voiced consonant sounds are made in the
throat by vibrating the vocal chords, e.g. 1Ы,
/1/, /m/, /v/etc. Unvoiced consonant sounds
are made in the mouth without vibration in
the mouth, e.g. /р/, /к/, Itl, Is/, etc.
• You can demonstrate this to Sts by getting
them to hold their hands against their
throats. For voiced sounds they should feel a
vibration in their throat, but not for unvoiced
sounds.
2A
• However, a common error, which is easier to
help Sts with, is the tendency to add the /iz/
pronunciation to nouns which don’t need it,
e.g.files as /failiz/, etc. This rule, i.e. when to
pronounce -es as /iz/, is the main focus of the
exercises here.
^L|53))) Focus on the chart. Elicit the two sound
picture words (snake and zebra) and the sounds Is/ and
Izl. If your Sts have problems hearing the difference
between these two sounds, tell them and demonstrate
that the /s/is like the sound a snake makes, and the Izl is
like the sound made by a bee or a fly.
Play the audio once for Sts just to listen. Then play it
again for Sts to listen and repeat the words.
•5 3 » )
See words in Student’s Book on p.12
Play the audio again, pausing after each sound for Sts
to repeat all the words, correcting pronunciation where
necessary.
^ 5 4 ))) Go through the rule in the F in a l -es box with
the class. Then ask Sts to circle the words where -es is
pronounced /iz/. Get them to compare their answers
with a partner.
..
Play the audio for Sts to check their answers.
1 classes 4 boxes 5 pieces 7 pages
# 5 4 )))
See words in Student’s Book on p.12
Play the audio again and get Sts to repeat the words.
4 LISTENING & SPEAKING
a Tell Sts to go to C o m m u n icatio n W h a t ’s o n th e
table? on p ,1 0 0 .
Go through the instructions with them carefully. Set
a time limit for Sts to try to remember the ten things.
Then get them to close their books and write down the
ten things. Finally check answers, getting Sts to spell
the words to you and writing them on the board.
a laptop, a dictionary, glasses, tissues, a mobile (phone),
tw o pencils, (three) keys, a photo, a newspaper, scissors
Get feedback from some pairs to find out which o f
them remembered the most things.
Tell Sts to go back to the main lesson 2 A.
% 5 5 » ) Focus on the task. Play the audio for Sts to hear
what things people have on their table or desk. Tell Sts
that the first time they listen they should just answer
the question Are their tables tidy? and not tick the things
in the chart.
Check answers.
Speakers 1 and 2 are not tidy. Speaker 3 is tidy.
31
 2А
# 5 5 )))
I (script in Student’s Book on p.116)
1 I have a big table, and on the table I have a computer and a
printer, pens and pieces of paper, photos, and a lamp. Lots
of things. My table isn’t tidy. It’s very untidy.
2 On my desk I have a lamp, a phone, books, a laptop, a photo
of my family, pens and pencils, and a lot of pieces of paper.
I think my desk is tidy. Not very tidy, but tidy.
3 On my desk I have a computer, a lamp, a diary, a Spanish-
English dictionary, DVDs, and some pens. Oh and tissues.
At the moment my desk is very tidy.
Play the audio again and this time tell Sts to tick
the things each person has. Play the audio again if
necessary.
Check answers.
Sts should tick:
1 a computer / a laptop, a printer, a lamp, photos, pieces
o f paper, pens.
2 a computer / a laptop, a lamp, a phone, books, a photo,
pieces of paper, pens.
3 a computer / a laptop, a lamp, a dictionary, a diary, pens,
DVDs, tissues.
E x tra support
• If there’s time, you could get Sts to listen again with
the script on p .116, so they can see exactly what they
understood /didn’t understand. Translate /explain
any new words or phrases.
In pairs, Sts tell each other about their table /desk
where they work or study.
Get some feedback on what things Sts have and who
has a tidy table /desk.
Remind Sts o f the difference between What is it? and
What are they?
Tell Sts to choose some things from their bags for
which they know the words in English, e.g. keys, an
identity card, a wallet, pens, etc. They should not show
them to their partner.
In pairs, A closes his /her eyes and В gives him /her an
object and asks What is it? /W hat are they? A guesses
and they then swap roles.
Get some feedback from the class about the things
their partner gave them.
G R AM M AR this / that / these / those
4*5 6 » ) Focus on the instructions and give Sts time to
complete the dialogues.
Play the audio for Sts to check their answers.
See words in bold in script 1.56
Then play the audio again for Sts to listen and repeat
the dialogues. Help them with the pronunciation o f this /
that I these /those, e.g. the /5/ sound and the short and
long vowel sounds in this and these.
# 5 6 )))
1 What’s this? It’s a credit card.
2 What are these? They’re headphones.
3 What’s that? It’s a lamp.
4 What are those? They’re photos.
In pairs, Sts practise the dialogues.
I* ш я
b Sts read the dialogues again and answer the questions.
1 this is for singular objects and these is for plural objects.
2 this is for something close to the speaker and th a t is for
something far from the speaker.
3 these is for plural objects close to the speaker and those
is for plural objects far from the speaker.
Get some pairs to read the dialogues to the class.
^ 5 7 » ) Tell Sts to go to G ram m ar B a n k 2 A on p. 126
and to look at this /th a t /th ese /those. Focus on the
example sentences and play the audio for Sts to listen
and repeat. Then go through the rules with the class.
A d d itional gram m ar n otes
this / th a t / these / th o se
• The meaning o f this /these (for things within reach)
and that /those (for things out o f our reach or far
away) is easier to demonstrate than it is to explain.
They can be adjectives (this hook) or pronouns
(W hat’s this?).
Focus on the exercises for 2 A on p .127. Sts do exercise
с individually or in pairs.
Check answers, getting Sts to read the full sentences.
с 1 this 3 th a t
2 these 4 those
Tell Sts to go back to the main lesson 2 A.
E x tr a support
• If you think Sts need more practice, you may want
to give them the Grammar photocopiable activity at
this point.
6 PRONUNCIATION th
P ro n u n ciatio n n otes
• Most nationalities find the th sound difficult to
pronounce. As well as having problems producing
the actual sound, they may initially find it
impossible to distinguish between and produce the
unvoiced* th /9/in, e.g. think, and the voiced* th/d/
in, e.g. this, there, etc.
• At this level you should concentrate your efforts
on getting Sts to try to make the actual sound by
putting their tongues behind their teeth (you can
demonstrate this). But at the same time make Sts
aware that there is a voiced and unvoiced version,
and encourage them to hear the difference and to
have a go at voicing the /6/ mother sound. Your aim,
as always, should be intelligible pronunciation.
As Sts continue with English they will slowly
refine their pronunciation o f individual sounds.
• If Sts ask you if there are any spelling rules
governing when th is /0 /or /д/, the answer is that
there aren’t (except that th between vowels is
usually /д/, e.g. another.)
• See the V oiced and unvoiced co n so n an ts box in
3 Pronunciation.
fffffr ir ir ir t n r t r ir ir n 'ir 2A
a 1 58))) Focus on the two sound pictures m other /д/
and thumb /0/, and play the audio once for Sts just to
listen to the sounds and words. Encourage Sts to try
to approximate the th sound as far as possible and to
hear the difference between the voiced sound /6 /and
the unvoiced sound /9/although they will find this very
difficult.
Then play the audio again, pausing for Sts to repeat the
words and sounds.

# 5 8 )) )
See words in Student’s Book on p.13

b 1 59))) Focus on the phrases. Play the audio for Sts to

listen to them.
Then play it again, pausing after each one and get Sts to
repeat.

# 5 9 )))
See phrases in Student’s Book on p.13

Give Sts time to practise saying the phrases in pairs.

Then repeat the activity eliciting responses from
individual Sts.

STUDYWTTTl Sts can practise these sounds on the iTutor

and on the English File Elementary website.
с Focus on the speech bubbles and the instructions.
Put Sts in pairs. When they have put four objects on
their desks, get them to question each other about those
objects and some around the classroom.
Get some pairs to demonstrate in front o f the class.
IT JT П' П' IT IT IT IT IT 1