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, giveclear 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 up
Lead 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 getsSS 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 (

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:

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

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

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, giveclear 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 up
Lead 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 / 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 chart.
  • Teacher Gets students to get up and role-play the dialogue from memory with other students

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 (

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:

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

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

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, giveclear 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 up
Lead 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 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 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.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 (

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:

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

LESSON PLAN