a eed tha) oy cmc RaaPaul Sega and Clive Onenden are the original cosabirs ol English File T (pub. 1996) ancl Fgh Vile 2 (pa, 1997]. American English File Teacher’s Book 2 Clive Oxenden Christina Latham-Koenig Paul Seligson with Lindsay Clandfeld OXFORDee Sg ee ee ee re OXFORD Nove seca (oral Chl or and OS GOP UC \Uerdaiey Pron icecpurtmentf the Unreal. rhe he nmr ace madousin rend hati sadecaation Wy pulling werkt ‘cand Cape Tuen Dar cSt Hang Name Baracht Fak Langer Maes Melerer Heuer cy Sai Niet Shanahat age Tarts Dae Pah Snsapee Soult Kune Swesriond Thalind Urbey Ukuine Vie Ie rade ‘Danae igh Ont nese tas) Asia aserol. Na pet of igpeoon ma etapa, Storie. trans ye soy mes ‘wither yr peas in wing ard eat Pre ‘he ae eaep into yeasapyingarrindn dar the oad tk Ia hepwnyrah ade ‘thomopring er expt permit yw ot "Sader ter yd wil te spon opt ean ception. “Paging reedectioa adc nape tn ae se beset the ELT Rig Department, Cased ey fre ee “Yours a aes bay es Rng ane sof manus inpenc tis meson anne squire Photocopying Acknowledgements wr ds bya ‘eau waldo Haake ache ond cme nd Ui meld we Fenech in spe soe, "Repub ard autars mouetsshacksh floret emia "he meas Ronri Mann, Michal Or. Li alan Wy Amon, Iie sms Ase Tn ats Bey, Seam tw nei (Gn Htc on Keyecit Wiebe Speci unks to ere Mira ap we Coemarcatioe pemeepible Falls ry sel hs eral Msi ngewe! rm ttn vo (Ci a all tad meen Chas ld ao ak be slinging Maseyond pia ther come pee Seta enon sar fl airs. Tieynither aniston a rary ho ms Ancien een ar he filling ett dala tat af yg mat [20 Aga rm ge eh mel LK ae Raden Carne Hogs. 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Study Link Course components Student Book Files 19 Back of the Student Book For students ‘Workbook MultiROM Student Website For teachers ‘Teacher's Book Video Class Audie CDs: ‘Test Generator Teacher Website Lesson plans f a2 Photocopiable activities 7 135 Contents Grammar activity answers ‘Grammar activity masters Communicative activity instructions Communi ive activity masters Song activity instructions Song activity masters Workbook answer key 228Syllabus checklist Qn iS a 4_ El whoswha? 5] Whoknows you better? 2 Atte Rouge mE The Devit's Dictionary 2 Practem Excus Atthe airport "5 Wars Deserbing yourself Grammar defining relative dauses (a person sho... athing that...) Te Review & Carex What do youremember? What cen you do? 1a [J] Amoment intime 20 ity years of pop music 22 One October evening ISM Atthe conference hotel ‘The starybehind a photo 24 Pracnicat 25 Wamne irregular verbs questions with and without ausilaries ‘0, Because, but olthowgh 26 REVIEW & CHECK Whatdo you remember? What canyou do? 2B 26] Whereare yougoing? 30°] The pessimists phrase book rll alerays fave you 30 [I] Iwas only dreaming 36 PRACTICAL Encusn Restaurant problems 37 Warne Aninfrmal eter going to, present contiauous ‘huture arrangements) nll won't (predictions) will ‘se0n't (promises offers, decisions) 38 Remew& user Whatdoryou remeriber? What con you de? 42 Ranily conflicts 1G Faster, taster! The worle's friendliest city Pracricat ENGUSH Lost inSan Froncisco Wem Describing where you live eee ae 52) Ei] Areyouaparty animal? b = E9 What makecyou feel good? 56 [EZ How much can you lear ina month? 58) The name of the game 60 PRACTICAL ENGUISH Ata departmentstore | Wermnc ‘Aformal ¢-mail 62 Rewew & Ciecx present perfect (experience) + ever, sever present perfect orsmple pst? present perfects yet and already Review & Ceo Whaldoyouremomber? What can yau do’ ‘What da you remember? What can you da? Vocabulary ‘comanon verb phrases, daseracm tanguage family, personality adjectives thebady, prepastions af lace expressions fr paraphrasing bie for exon, e. vacations, Prepestions oftimeand piace: ativan ‘weston words, pop music ‘verb phrases ook for, trough, etc) ‘apposite verbs verb Bock ‘verbs + prepeitions vera ime expressons:spendime, wastetine, et. ‘oppasite adjectivesPronunciation ‘worl sounds, the alphabet thirdperson and plural aking about dates anetimes describing a person you knowwell des and times undersiandingen anecdote Understanding guide song: Ain goto | got.ife Wgame chow har theword? ‘Whoknows you better, you arly or your fiends? the bedi-Dicionary ed endings, irregular verbs af 20d far} fan a) ‘theletiera yourlst vacation describing famous phatos ‘avortermusc, music uz seeing 2 sory animerviewrabouta ‘The avel Magasin castous ecation Lovers tte Baile Fernous pitoographs by Harry Benson and Willy Ronis. song: imagine ‘who wrote imagine? Hannah neem Breend Hannah and Jamie short ofthesiory sory serine 8 ‘contactors (nlf wot, fant joo ‘word sess: tesyliblemords ‘wenlence res talking about plansand arrangers ‘malting positive predicsons game interpreting dreams eninteriewwih Mvina———irprtstoies 2 radi program about posite thinkin. ‘som: Pe lg Proms, promis. poychosnalystendpatient book extrac: Understanding vor dreams ‘vowel sounds interviewing partner aout street interviews: Zara Tare thes song Trealve DN fh nd Haste done nyt? robles wih your tenage cc (information gap) children? sermence sess questionaire: Areyou Bingloster? —_voxpopsifeingtaster —_Wierelivnglaster ‘word stress talking about experiences London “The workd'sriendliest ty word sess dat semence sess reporitons interview partner about parts ‘conversations ata party \Whartasay fandwhatnato<3y) ‘opeapicat partes discussing personal information {alking about language leaming taling an anecdote: most ening sorting event ratio programa about leering wwsng journalist taking about learning Portuguese song: We ore the champions What makes you fel good? How much can youleamGrammar Vocabulary a 4 EY ifsomething bad can happen, it will ‘if + present, will+ base form: conlusing verbs (Gest conditional) 66D] Never smile at a crocodile i+ past, wrould + base form animats (second conditional) ‘65 [9 Decisions, decisions may / might (possibility) ‘nocd building: noun formation 7a By What shouia ta should showida't wet Te PRACTICAL ENGLISH Atthe pharmacy Ts Ware ‘Wilting te a friend 74 REVIEW &CHECK — What do you remember? What can-you do? a 76 [EJ Famous fears.and phobias present perfect + for and since saords related to tear 7s (J Born to direct (present perfect or simple past? bbiogrephics 29 Ei Tasedio bearebel sed fo sao subd: hilary, geograpey. 2B] The mothers of invention astive verbs: inven ecover, ec 82 Pracrical Encusn A boatip as Warne Desa ing 86 Remew &CHeck — Whaldoyouremember? What can you do? a 8 [Dl thate weekends! ‘something, anything, nothing, etc, adjectives enuingin edend-iag 90 El How old isyour body? quantifiers, too, not enough ‘health and ifestyles use sunscreen, etc. 52 [i Waking up is hard to do ‘word order of phrasal verbs pias bs o 50 neither + autores Simzries 96 PRACTICAL ENGLISH On the phone 7 31 Were Giving your opinion 96 Review & CaecK = Whatdayauremember? What can you do? a 100] Whataweeld past perfect verbs: suddenly medley ce 102 EJ Then hekissed me Feparted speech y dell OF SAT tod Rewew 8 Cnecx Grammar (Quick grammar checks each Fle log Review & CHECK Vocabulary and Pronunciation Quick check of vocabulary, sounds, and wordstress 168 Communication ie Audioscripts 1s Grammar Bank M44 Vocabulary Bank 155 Sound BankPronunciation Speaking listening Reading vonels invents nee Maps Laws Maris Law sess and tytn questionnaire: Would you suv? a survival expert Natures perfect kling machine song Hoult benice? serene eis, fonendings ‘Areyou ndecs? _ Howie make decsons Jo sentence sess Sousing whce ‘odio progran: Whotsthe —_ Whatstheproblen? | probe? {ed oy, sentence sess a intewiewabotaphobia —_Werallaa ward cess calling aboutamenbero#yourfrily oo prograre bingraphis: Hitchcock and Sofia Coppala Tarantino Sentence bess enedo/ dae lo taking about hoods sting to Meso Aemousrebel—but nase ely? song fo. nou “ed sentence sess passives quiz ‘things invented by women surprising facts Is fo, ands) talking about eck radio Thewmekend Inf, A fa deol Whats your bodyage? “Horn olds your body? fofand/dy! ‘Are you amorning or evening Areyoue morning or evening —_Are you allergic tormomings? person? petson! - sang: say abileproyer ‘owe aed consonas sounds, ‘ind someone Hk you ‘ompieing aisle Reunited sestence sess review of vowel sounds, ‘sarcenee sess rhyming vets retelingstsies repartinginfrrtion song: Thene kissed me Facts mays stranger than fiction‘What do low-intermediate students need? ‘Low-intermediate stuclents are at a crucial stage in their learning, The novelty of being a beginner may have writ oll bul the goal of camimunicaling with ease and fluency can Mill feel a long way off. Mote than ever students at this level ‘need roaerial that maintains theie enthusiasm and builds their confidence. Ihey need to know how much they are Tearning and what they can now achieve, “At the same time they need the encouragement to phish Themselves to use the new langage that they are learning, ‘Grammar, Vocabulary, and Pronunciation Atany level, the tools students need to speak English with confidence are Grammar, Vocabulary, and Pronunciation {G, V2). In American English [le 2 all thres elements are given equal importance, Each lesson has clear stated grammar, vocabuliry, and pronunciation sims. This keeps lessons focused and gives students concrete learning objectives and a sense of pragress. Grammar Low-intermediate students need Uburough review af beginner struc and memorable presentations of ew ‘© regular andl motivating pra © student-triondly reference material We have tried to provide stimulating recycling uflanguage low-intermediate students should already know, and contexts for new language that will engage thes, using real- life stories and sitestions, hums, and suspense. The Grammar Banks give students single, casy-to-access ganumiar reference section, with clear rales, example sentences, and common errors, plus two practice exercises for each grammar point © Student Book pages 126-127 The photucopiable Grammar activities in the ‘Teacher's Book can be used for practice in class or for self-study. © Teacher's Book page 138. Vocabulary Low-intermediate students need © to reviewand reattivate previously learned soulary, stor increase their knowles! ge of high-frequency wouls al plbrases. ‘© tasks that enconrage them te eve new vocabulary, ‘© accesible reference material. very lesson in Ameriecn Einglish File 2 focuses on bigh= Gequency vocabulary and common lexical areas, but keeps the load realistic, Many lessons até linked! to the Vocabulary Banks, which help present and practice the vocabulary in classand provicle clear reference hank ss students can review and test themselves in their ow times The stress in mutisyllable words is clearly marked, and where we think the pronanctation of a word may be prablematie, we have provided the phonetic script, © Student Book page 124. ® Stuslerits can practice using all the wacabulary from the Vocubulary Banks in context with te MultiROM and the American English Fle Stadent Website, Pronunciation Low: intermediate students need ‘a solid foundation in the sounds of English. © systematic pi iation development, © build on their awareness of rules and patterns ‘With new language come fiesh pronunciation chall low intermediate learners, particularly sound-spell jonchips, silent letters, and weak forms. Students who studied with American Lnglish File | will atly be familiar with Americus English Files unique sgstem of sound pictures, which give clear example wmneds to help students identity and produce the sounds. American Fnnglsi File 2 continues with a pronunciation focus in every lesson, which integrates improving students’ pronunciation into grammar and vocabulary practice. rel © Student Book page 17 Iy var your students have not used the American Bugis series before, the Teacher's Book provides clear guidance ‘on how to introduce them te the sound pictures system, © Teacher's Book page 1 The pronunciation focus is often linked to the Sound Bank, 4 reference section that students can uce ta check the symbols and to see common sound-spelling patterns. ‘© Student Book page 156. Throughout the book there is also a regular focus on word. and sentence stress, where students are encouraged (a copy. the rhythm of English. This will help students to pronounce snew language with greater ewnfidence. cliake sudents need stopp that will arouse their interest. ust theve te incorporate new ‘of progress in there ability to speak. The ultimate aim of most students is to be able to communicate in English. Feery lesson in American English ‘le 2has a speaking activity that activates grammar, vvocalvulary, and pranunciation, The tasks are designed to help students fecla sense of progress and te shaw that the number of situations in whiel they con communicate ffectively is growing. © Student Book page 41. ‘The Communication section of the Student Book provides formation gap" activitics 1o give students a reason ta cannenenicate © Student Book page 108. Photocnpiable Communicative activities can be found in the Teacher's Book. These inclade pair and group activities, mingling activities, and games, © Teacher's Book page 163.Listening Low-Intermodiate students seal + confidence building, achievable tasks © to practice getting the gist and listening tar detail © to make sense of connected speech. ven high-level students often say that they find understanding spoken English onc of the hanest kills Jow-intermediate level students need «anti listening tasks that are progressively mare challenging in terms of spced, length, and language diffiesly, but are always achievable, They also need a variety of listening tasks that practice listening for gist and for specific details. We have chosen material we hope students will want © student Book page Americar: Fugtish File 2 also contains nine songs that we hope students will find enjoyable and motivating. For copyright reasons, these are cover versions, Reading Love intermediate students necd © engaging topics and stimulating texts. @ challenging tasks that help them ead better Many students neod to tead in Fnglish For their work or studies, or will want te read for pleasure about their hobbies and interests. Reading is also important in helping to build vocubulary and to consolidate grammat. Students need snotivating but accessible material and tasks that help them read better, eg, guessing the meaning of wonds and plarases from coment. In American English Fue 2 texts have been adapted from a variety af real sources (newspapers, magazines, news websites) and have boon choson fise their intrinsic interest, © Student Book page 18. The Review & Check sections also include a mone challenging text ht helps stuslemts measure their progress © Student Bowk page 15. Writing Low intermediate students need © ear movdels an awsneness of re ‘gister, structure, and fixed phrases. # at focus on micro writing skills, Worldwide, people are writing in English more than eve. largely because of the importance of e-mail and the Internet. Anterican Fnglish Fle 2 has one Weiting lesson per File, where students study a model before doing a guided writing task therselves. These writing tasks focus on both doctonic nal” lea types and review grammar and lexis There is also always # focus on a writing “micro skill” for example, punctuation, spelling, or comnectors, © Student Book page 61 Practical English Low-intermodiate students nerd © tounderstand high-trequency phrases thal they will hear © to know what to say in typical situations, # to Know how to overcome typical travel problems. Students will need to-use English ifthey travel to an English. speaking country or if they are using Englishas a langua franca, The cight Practical English lessons revisit and review ‘ounen situations (for example, chocking iato 2 hotel) and introduce and practice the language for new challenges (for ‘example, making a phone call, Tu help make these everyday situations come alive, there isa story line involving two main characters, Mark (American) and allie (British), which -continuss from American English File 1. Don't worry ifyou ar your students haven't used Level 1 — there is asummary of ‘the story so far in the first episode. © student Book page 12. ‘The You hear You say feature makes a clear distinction ‘between what students will hear and need to understand (for example, With ice and lemon?) and what they ned to ssay (for example, Justice. ‘The lessons also highlight ather ‘key “Social English” phrases, such as Bless you! ‘The Practical Lnglish lessonsare also on the American English File 2 Video, which teachers can tse with the ‘Student Book exercises instead of the Class Audio CD. The video will provide a change of focus and give the lessoms a ‘lear visual context. The video will make the lessons more ‘enjoyable and help students role-play the situations. Fatracts from the videy (the second dialogue from each lesson) are also on the MultiROM, Review Low-intermediate students nocd v= regular review © motivating reference and practice material. 1 asense of progress Low-imtermediate students need to feel that they are moving oon, that they are increasing their knowledge, improving their Skills, and expanding the number of contexts in which they ‘can use English effectively. At the end of each File there i a Review S:'bead/ and laugh Mf. Reenind SS that too has anwther messing = mare ham is god, 400 hol. 1 in another country 2 have a good relationship 3 also 4 make a sound that shows you are happy 5 the opposite of right # Finally ask $8 if there were any other words or pheases they had problems with and exph Lranslaie them. 3 GRAMMAR simple present © Eocuson the instructions. Give SS a few minutes te complete the questions. Check answers. 151 does he 2 does ie work 3 Does he 4 Does he 5 does he like 6 Does he talk © Ask SS how the questions would change if they were asking you (does changes to do, he changes to por). Bb # Tell SS to 20 to Grammar Bank 1B on page 126. Go through the chartand rules with the class. Model and rill the example sentences Grammar notes Simple present Rentind SS: that sess is unly added to third perso singular forms = of the difference in pronuneiation between do Md den'tidovnt’, and dees fdszi. the pronunciation of gues /g0ue/, and has! = that the contrasted forms don't and doesn’t arc always used in conversation. Adverbs and expressions of frequency "© You may want 10 point out that usually/nernvally and sometimes can be wed at the beginning of a simple ‘present sentence, eg, Sometimes F getup ine om Sanurday. 19 Other common every express month, every year v= In expressions ike once w month, twice a day: remind 38 that once and éwice are irregular. Timex is used with all other numbers, e/g tem times, thay times (a yer ‘© Focus om the exercises for 1Bbon page 127. 8Sdu the ‘exercises individually or in pais. Chock answers. 8.1 Does Anna like music? 2 She has 2 lo of hobbies, $ [don’t ge along well with any sister. 4 My brother doesn’t know me very-well. 3 Do they have any children? Does the movie finish late? 7 He goes out twice a week. 8 We don't usually tk about politics. ns are every week, every bi De open A docsett talk 2 dosnt have 5 Docs... getalong 3 listen 6 doesn’t work # Tell SS to go back to the ma © Have SS cover the text om page 6 or close their books. Put them into pairs. Give them a minute to write down five things they remember alrout Richard. Check answers, then let SS look back at the text. lesson on page 7. 4d» Focus.on the photos of Rosa and Claire. Tell $8 that theseare the women Danny and Richueds mother chose for him. Aste Wire's esa? torelcit His mother’s Ghoiceand. Who's Claire? to elicit Fs friends choice, © PUESS into pairs: A and By and have them sit face to face if possible. Tell ther to go to Communication 1B Claire and Rosa, on page 18, B on page 112. D # Play the recording +» Go through the instructions and make sure $8 clearly understand what they have to do. Whe they have ‘both completed theie charts, ask Wha do yon think is Richara’s type? Which wera is re going in profer? Why? Hlicit some ideas frum the class. ‘# ‘Tell 8S to go buck to the main lessem on page 7. 4 LISTENING asf © Tell 38 they are going to listen to Richand talking about when he met Claireand Rosa for the first time. Focus on the two questions, Flay the recording, (owdioscript in Student Bool on page 118) Las wery optimists when L want te aiget CI iy Brstimprewion was that she was very friendly and outgoing, Physically she was nyy lype she was rather sand not very tall with long dark hair very pretty: And she was very funny, too. She had a great sense of” humor. We laughed 2 los. But the only problern was that (Claire was very talkative, She talked all the time and L just listened. She wasn't very interested in me, Atthe tnd of the event vat her, and, a OV tock 5 (audiocript in Sradeat Book wm page 118) ‘Wher {frst sav Ross, sould’ believe it.I thought “Wow! Thanks, Mo" She’s very attractive she has short dark bur end she's fly tll She's Mexican from ‘Guadalajara, bur her Faglish was fantasti. At first she was a lite shy, ur when we uarted talking, ‘we found we had lot of things in common ~ we both like music, good food, and traveling We got along really | weil we didn’ sop talking forthe whole evening. ‘When it was time to go, Knew I really wanted tose | Kowa again, and [asked her te go om another date. But | she just smiled at me and ssid in hez Beautiful Mexican accent, “Richard. you're very sweet, but Pm sorry ye not my ype” | 1 Check answers, Play the recording again if necessary. Claire He likes hee as a friend but not as a girlfriend. ‘The problem is that she talked a lot about herself (and lida seem very interested in him). Rosa Richard likes her very much and wants to see her again. The problern is that Rosa doesn't think be's hee type. Extra idea Tor extra suspense dant play the last two sententes af Rosa's section (from “But she just smiled .."). You could then ask SS to guess what the problem i. n for SS to write down, adjectives or expressions that Richard uses. Lave SS compate their answers with & partner's. Check answers.