American English File 1 Teachers Book 2nd Edition. English File 1 and English File 2. OXFORD ACK: IOWLEDGEMENTS U!' lVERSITY PRESS C01·er Design: Yin Ling Wong Madison. With a wide range of exciting new digital material, including all new documentaries, this new edition of American English File is still the number one course to get.

American English File 1 Teacher Book

Language:English, Japanese, German
Published (Last):26.03.2016
ePub File Size:16.60 MB
PDF File Size:20.82 MB
Distribution:Free* [*Register to download]
Uploaded by: VERLENE

American English File gets students talking thanks to its unique and proven formula combining confidence-building, opportunity, and motivation. High- interest. American 1 SECOND EDITION ENGLISH FILE) \ Teacher's Book OXPORD Teacher's Book Christina Latham-Koenig Clive Oxenden Paul Seligson with Anna. Students book workbook test cdrom audio video cd teachers book keys. American English File Учебник, рабочая тетрадь, тесты, ответы и ключи, аудио и видео English File 1 Worksheet Activities · American English File 1 Teacher's book.

Get feedback from a few pairs. They also need to be aware that within a sentence, some words are stressed more strongly than others. Unstressed words are usually shorter words such as pronouns, articles, prepositions, and auxiliary verbs. Focus on the Sentence stress box and tell Sts that the words in big print and bold are important words and are stressed.

Highlight thin from is an important word in the question and is stressed as are all prepositions at the end of questions , but in the answer China is the only important word, and from is unstressed here. Play the audio for Sts just to listen. Then play it again, pausing after each sentence for Sts to repeat and try to copy the rhythm. Encourage them to stress the more important words more strongly and say the other words more quickly and lightly. Go through the instructions with them carefully, and focus on the two example questions Where's X from?

Tell Sts they have to ask these questions for each of their three people and write the answers in the chart. Sit A and B face-to-face. B now asks A about person 4, and they then take turns asking and answering. When they have finished, get them to compare charts and then get feedback from some pairs. Tell Sts to go back to the main lesson 1 B. Get Sts to ask you the question. The answer to Where are you from? Get Sts to stand up and to ask five other Sts the question.

Finally, ask a few Sts where they are from. You may want to play it now or at any other moment when you want to review numbers. When they come to a number that contains 3 e. Keep going until there is only one student left, who is the winner, or until the group has gotten to 30 without making a mistake. Put Sts in pairs and get them to dictate their numbers to their partner, who writes them down. When they have changed roles, they can compare pieces of paper to check for mistakes.

Then elicit the numbers from Sts. Focus on part 3 Numbers and get Sts to do exercise a individually or in pairs. Check answers by writing the numbers on the board.

Play the audio, pausing after each number for Sts to repeat. Ask What's the difference between a and b? Remind Sts that 13, 14, etc. This means that the pairs of numbers can be easily confused and this can be a problem, even for native speakers, particularly, for example, in a noisy environment like a cafe.

This time Sts will hear seven dialogues. In each dialogue, they will hear just one number from each pair. Play the audio twice and Sts circle a or b. Point out that 30, 40, etc. How far is it to Miami? A Thanks a lot. B A pizza and two waters. What number? B 80, 8 zero. Can you be quiet, please?

American English File 1: MultiPack 1A, 1B, 1 Teacher's Book, 1 Student Book

Open your books to page B What page? C Page Everybody gonna have a good time; everybody will shine till the daylight. In pairs, Sts complete their bingo card with six numbers from a. They must only choose one from each pair, e. Call out random numbers, choosing from the pairs of numbers in a.

Keep a note of the numbers you call out. If Sts have one of the numbers you call out on their card, they should cross it off. Keep calling until one pair has crossed off all the numbers, at which point they should call out "Bingo! Once there is a winner, you can play Bingo again if there is time. For copyright reasons, this is a cover version.

If you want to do this song in class, use the photocopiable activity on page Chorus All over the world, Everybody got the word; Everybody everywhere is gonna feel it tonight. Sts then learn the pronunciation of the alphabet and practice it with common abbreviations.

After this, Sts listen to an interview with a student in a language school and learn how to give personal information, and practice spelling. This leads into the grammar focus of possessive adjectives. Write the words on the board, and model and drill pronunciation.

Focus on the illustration and get Sts to match the words and pictures. Then play it again to drill the pronunciation of the words. The teacher says section helps Sts recognize and respond to common instructions used in the classroom. Get Sts to do a individually or in pairs. Make sure the meaning of each phrase is clear bv miming or getting Sts to mime. II Close the door. In You say Sts learn phrases they themselves may need to use in class.

In a they match the phrases and pictures. Make sure Sts know what all the phrases mean. Play the audio again, pausing for Sts to repeat the phrases, encouraging them to use the right rhythm. Get Sts to cover the sentences with a piece of paper, leaving the pictures visible. Finally, focus on the information box about the and go through it with the class. Articles are very easy for some nationalities and more difficult for others, depending on their LI.

If articles are a problem for your Sts, give more examples to highlight the meaning of the. Tell Sts to go back to the main lesson 1C. Sit down. Open your books. Go to page Look at exercise lb. Close your books. Then play the audio again, pausing after each sound for Sts to repeat the group of letters.

Then play the audio again, pausing after each sound picture word and its corresponding sound, and the other words for Sts to repeat them. Explain that in English, we usually say abbreviations by saying the individual letters. Give Sts a few' moments in pairs to practice saying them. Play the audio for Sts to listen and check. Play it again, pausing for Sts to repeat. Then ask Sts if they know what any of them mean. Focus on the chart. Explain that the letters are in columns according to the pronunciation of each letter.

Elicit the seven picture words and sounds Sts have seen them all before. Then show Sts how the letters in each column have the same vowel sound, e. Put Sts in pairs. Get them to go through the alphabet, stopping at the letters that are missing from the chart, and writing them in the correct column. Do the first one with them B. Write it on the board and ask Sts how to say it and which column it goes in tree.

Give Sts a time limit, e. Play the audio twice and tell Sts to circle the letter they hear, fell Sts they will hear the letter twice. Put Sts in pairs and get them to practice saying the abbreviations. Make sure they understand all the phrases. Think of a word Sts know , preferably of at least eight letters, e. Write a dash on the board for each letter of the word: If the letter is in the word e. Only accept correctly pronounced letters.

If the letter is not in the word, draw the first line of this picture on the board: Now focus on the language school enrollment form. Tell Sts that they arc going to listen to her being interviewed by the school receptionist, and must complete the form with her information.

Go through the different headings on the form and make sure Sts understand them. Explain the difference between first name and last name using the names of famous people who you think Sts will know, c. They may also not know age and Zip code. Then play it again, pausing to give Sts time to fill in the blanks. Reassure them by telling them just to relax and listen the first time, without try ing to complete the form, but just trying to follow the conversation.

Then tell them to try to complete some of the form, and play the audio as many times as you think they need, pausing where necessary, e.

Give Sts time to compare with a partner, and then check answers. Are you a new student? D Yes, I am. R Sit down, please. R Great. D Darly. R How do you spell that? D Bezerra. R Bezerra. R Where in Brazil? D From Rio. R And how old are you?

D In Rio? R Yes. D Yes. R What's your zip code? D Sorry? R The zip code, you know, a number? Or postcode? D Ah yes. R D My cell phone or my home number in Rio? R Both - home and cell phone. R 55 And my cell phone is Your first class is on Monday.

Play it again, pausing if necessary. Check answers and elicit the meaning of How old are you? The question How old are you? Play the audio, pausing after each question for Sts to underline the stressed words see underlined words in audioscript 1. Then play the audio again for Sts to repeat, encouraging them to copy the rhythm of the questions.

Put Sts in pairs, A and B, and get them to sit so that they are facing each other. A is the receptionist, and B is a new student.

A is going to interview B. Then tell A to start the interview: What's your first name? Remind Sts to write down the answers. Tell Sts they can invent their ages, addresses, and phone numbers if they prefer. Sts trade roles. Get some quick feedback by asking a few Sts about their partners, e. What's her email address? Focus on the exercises for 1C on page Then repeat the activity eliciting responses from individual Sts. Go through the instructions with them carefully. You might want to tell Sts that nowadays the word actor is often used for both men and women.

Then drill the question What's his real name? At the end of the activity, get Sts to compare charts to check if they have spelled the real names correctly. In this section, Sts will find model texts, with exercises, and language notes, and then a writing task. We suggest that you go through the model and do the exercise s in class, but assign the actual writing the last activity as homework. Tell Sts to go to Writing Completing aform on page Tell them to highlight any rules that are different from their LI e.

Go through the different sections with Sts. Highlight and check the meaning and pronunciation of: Give Sts a few minutes to complete the form. Remind them to check that they use capital letters correctly. Go around checking that Sts are completing it correctly. Then elicit answers from individual Sts for each section.

Bestselling Series

Check answers by eliciting from Sts the words that need capital letters and writing the text on the board. My teacher is American. My English classes are on Mondays and Wednesdays. Get them to write their own texts on a piece of paper, check for capital letters, and then exchange the text with another student. Vocabulary hotel words: Yes, please. There is a storyline based on two characters, Rob Walker, a British journalist who works for a magazine called London 24seven , and Jenny Zielinski, who works in the NY office of the same magazine and who is on a work trip to London.

Sts meet them for the first time in this lesson, where Jenny arrives in the UK and checks into a hotel. The main focus of this lesson is on hotel vocabulary and checking into a hotel. You might want to point out to Sts that in the You Say section of the lessons, they will be listening and then repeating what the people say.

They will hear both British and American accents, but they do not need to copy the accents exactly. Tell them that the man is Rob and the woman is Jenny, and that they are the main characters in these lessons. Then play the audio once the whole way through for Sts just to listen. Then play it again for them to mark the sentences T true or F false. Get Sts to compare with a partner, and then check answers. I work for a magazine called London 24seven.

I write about life in London. The people, the theater, the restaurants It's fun! I love London. Jenny Hi. The number one city in the world. This is my first time in the UK. Focus on the symbols. Give Sts, in pairs, a few minutes to match the words and symbols. Check that Sts understand the first floor, and drill the pronunciation of second and third.

You may also want to teach that for other ordinals you normally add th, e. Now play the audio again, pausing after each word for Sts to repeat. Play the audio once the whole way through and then check answers. Point out that Americans pronounce the letter z as zee, but British and Canadian pronunciation is zed.

This is the only letter of the alphabet that is different. J Hello. I have a reservation. J Just a second Here you are. Can you sign here, please? The lift is over there. J The lift? Oh, the elevator.

Enjoy your stay, Ms.

J Thank you. Ask Sts Who says the You Hear sentences? Then ask Who says the You Say sentences? These phrases will be useful for Sts if they need to check into a hotel. J Give Sts a minute to read through the dialogue and think what the missing words might be. Then play the audio again, and get Sts to fill in the blanks. Now focus on the information box about American and British English and Greetings and go through it with the class. Ask Sts which greeting they would use now if they met someone.

They should repeat the You Say phrases when they hear the beep. Encourage them to copy the rhythm and intonation, and to be aware that Jenny and the receptionist have different accents and pronunciation. Play the audio, pausing if necessary for Sts to repeat the phrases. A is the receptionist. Get Sts to read the dialogue aloud, and then trade roles. Tell Sts to read their instructions, and help them to understand exactly what they have to do. Remind Bs that they should use their own name and surname.

A starts. Monitor and help. When they have finished, they should change roles. You could get a few pairs to perform in front of the class. Can I have Highlight that Can I have. Now play the audio for Sts to listen and repeat the Can phrases.

Focus on the four things and make sure Sts know' w hat they mean. Elicit the phrases from the class or individual Sts. Get Sts to practice in pairs asking each other for the four things with Can I have. Focus the instructions and on sentences Go through them with Sts and make sure they understand them. Now play the audio once the whole way through, and get Sts to mark the sentences T true or F false.

PEI Get Sts to compare with a partner, and then check answers. J Yes, thank you W Yes, very relaxing! Are you on holiday? W Where are you from? What about you? J Really? Oh, sorry. W No problem.

J Hello? R Is that Jennifer? J Yes R This is Rob. Rob Walker From London 24seven? J Oh, Rob, yes, of course. R I can meet you at the hotel tomorrow morning. Is nine OK for you? OK, see you tomorrow at nine. J Thanks. See you then. W Would you like another tea? J No, thanks. W Good night, and enjoy your stay. J Good night. Jenny No problem. The waitress Is that Jennifer? Rob This is Rob, Rob Walker.

Rob That's perfect. If not, get Sts to take a look at the phrases again in context in the audioscript on page 1 Highlight that Is that Jennifer? American English uses this instead of that , e. Finally, focus on the Can you? Highlight that in English it is not polite to respond to an offer with simply Yes or No. We always use Yes , please or No, thanks. Now tell Sts they must listen and repeat the Would you like. Play the audio, pausing to give Sts time to repeat.

Get Sts to practice offering and responding to each other. In pairs, get Sts to decide who says them. Lesson plan The room where the well-known childrens author Roald Dahl wrote his books provides the context for the presentation of both vocabulary and grammar in the lesson.

Sts begin by looking at a photo of this room full of objects and then learn more words for everyday things. They then learn the grammar of the indefinite article a I an, and singular and plural nouns, and focus on the pronunciation of the final -5 or - es. This language is then practiced through listening and speaking. There is then a second grammar focus where Sts learn how to use this , that, these , and those , and the lesson ends with a pronunciation focus on the two pronunciations of th, and more oral grammar practice.

Focus on the photo and find out if Sts know Roald Dahl Elicit the names of any of his books Sts have read. Fox all of which have been made into movies. A collection of short stories called Tales of the Unexpected is possibly his best- known adult fiction — these were made into a TV series. Demonstrate the activity with the first item in the list.

Check the answer, saying Canyon see a table? Sts should check: Then play the audio again, pausing after each word to drill pronunciation.

Model and drill the two questions What is it? Demonstrate the meaning by holding up classroom objects, e. In pairs, get Sts to cover the words with a piece of paper, look at the pictures, and ask the appropriate question. Tell Sts to go back to the main lesson 2 A. Then go through the rules for a I an with the class.

Do the same for the examples and rules for regular and irregular plurals. 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. A very small number of English words have an irregular plural form, e.

Focus on the exercises for 2 A on page Sts do exercises a and b individually or in pairs. Sometimes this difference can produce misunderstanding, e. The full rules are: This is by far the biggest group. Unvoiced consonant sounds are made in the mouth without vibration in the mouth, e. For voiced sounds, they should feel a vibration in their throat, but not for unvoiced sounds. This rule, i. Then play it again for Sts to listen and repeat the words.

Get them to compare their answers with a partner. Play the audio for Sts to check their answers. 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. 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 neat?

Speakers 1 and 2 are not neat. Speaker 3 is neat. Lots of things. I think my desk is neat. Not very neat, but neat. Oh, and tissues. Right now, my desk is very neat. Play the audio again it necessary. They should not show them to their partner. A guesses and they then change roles. Get some feedback from the class about the things their partner gave them. Get some pairs to read the dialogues to the class. Sts do exercise c individually or in pairs.

Your goal, as always, should be intelligible pronunciation. As Sts continue with English, they will slowly refine their pronunciation of individual sounds. In pairs, Sts practice the dialogues. Then play the audio again, pausing for Sts to repeat the words and sounds. Play the audio for Sts to listen to them. Then play it again, pausing after each one, and get Sts to repeat.

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 of the class. G adjectives V colors, adjectives, modifiers: Sts begin with a vocabulary focus on common adjectives. After the grammar practice, Sts go on to a pronunciation focus on long and short vowel sounds, which also serves to recycle the adjectives.

Sts then go back to the Vocabulary Bank to look at adjectives used to describe people, and this language is then practiced with a reading, some writing, and speaking. Focus on the question. Sts need to add the missing vowels. Get Sts to compare with a partner, and then write the answer on the board.

Model and drill pronunciation. Get some feedback from the class. Focus on part 1 Common adjectives and get Sts to do exercise a individually or in pairs.

Then play the audio again to drill the pronunciation of the adjectives. Get Sts to match the adjectives with their opposites in the previous exercise. Then play the audio again to drill the pronunciation of the pairs of adjectives.

A book open says an adjective, e. They then change roles. Focus on the Modifiers box and go through it with Sts. Finally, get Sts to do e, checking that they know all the vocabulary before they start. Possible answers Mount Everest is very high and cold. Bill Gates is American and very rich.

The Pyramids are very old and very big. Africa is very hot and very poor. Tell Sts to go back to the main lesson 2B. Focus on the pictures in the quiz and the Adjectives and Nouns in the circles. Then focus on the example American Airlines and make sure Sts know what they have to do. Set a time limit, e. Now ask where the adjective goes, before or after the noun. Elicit the answer before. Now focus on the answers blue jeans and yellow taxis only.

Ask if the adjective changes when the noun is plural. Elicit that the adjective doesn't change. Now focus on the two rules and get Sts to circle the correct answers. Focus on the exercises for 2B on page Get Sts to cover the quiz or close their books and try to remember the eight phrases from the US quiz. You could do this as a whole class activity or get Sts to do it in pairs. You can help Sts to hear the difference by exaggerating the long sounds and by showing them the correct mouth position.

Now' focus on the six sound pictures. Highlight the difference between the long and the short sounds. Then play the audio again for Sts to listen and repeat each word and sound. Give Sts time to first match an adjective from circle A with another from circle B that has the same vowel sound.

You might want to do the first one together blue and new. Sts then put the words in the correct columns in the chart in a. Finally, they compare their answers in pairs. Go through the typical and less common spellings for each of the six sounds.

Put Sts in pairs and make it clear that it is a race with a time limit of three minutes later you can extend it if you think your class needs more time. Find out if any pairs have made nine correct phrases.

American English File Second Edition PDF Books and CDs Files

Then play the audio again to drill the pronunciation of the phrases. Focus on part 2 Appearance and get Sts to do exercise a individually or in pairs. Play the audio for Sts to check answers, and then play it again, pausing for Sts to repeat the adjectives.

You might want to point out to Sts that in American English, blond is always spelled the same; but in British English, the spelling is blonde , though sometimes it is spelled without an e for a man. Get Sts to cover the adjectives with a piece of paper and look at the pictures, and try to remember the adjectives. Finally, go through the Positive adjectives for appearance box with Sts.

In pairs, A thinks of an adjective and B of someone it describes. Make sure Sts change roles. Give Sts two minutes, in pairs, to figure out the identity of the two people. Tell Sts not to shout out the answers! Get some feedback and then give the right answers. Johnny Depp and Penelope Cruz b Now focus on the highlighted words and get Sts to try to guess their meaning from the context. Deal with any other new vocabulary. Focus on the list with vocabulary for jobs and make sure Sts understand them.

Monitor while they are writing and help with vocabulary where necessary. Now Sts give the piece of paper to another student, who tries to guess the identity of the famous person. A few Sts could read their descriptions for the class to guess or you could number all the writing tasks and put them around the class for Sts to read and guess. Demonstrate the activity first by thinking of someone famous and getting Sts to ask you a maximum of ten questions.

A should count the number of questions.

Books in the American English File Level 1 series

They then listen to a series of conversations between a family with children, who are in a car going on vacation. The children become increasingly bored, tired, hungry, etc. This serves as a context to present more imperatives Sts have already learned some in Classroom language and phrases to make suggestions beginning with Let There is then a pronunciation focus on connected speech, which is aimed at helping Sts to understand native speakers, and the lesson ends with a role-plav and a song that practices negative imperatives.

Write on the board Vm happy. I'm sad. Then mime being hot and cold, and elicit I'm hot and I'm cold, and write them on the board. Model and drill pronunciation of the five phrases. Give Sts a time limit to match the faces and the adjectives. When Sts have finished matching, go through the Collocation box together.

You might also like: INTERCHANGE TEACHERS BOOK 2

Play the audio again, pausing after each phrase for Sts to repeat. Model and drill any phrases that are difficult for your Sts, e.

I'm thirsty. Then give further practice by calling out the numbers of pictures for Sts to tell you how the person feels using the verb to be, e. Number 5. She's angry. Number 2, etc. Remind Sts of the modifiers very and really. In pairs, Sts cover the words, look at the pictures, and make true sentences about themselves.

Get some quick feedback asking the class about a few of the adjectives, e. In pairs, Sts number the pictures 1 -5 according to the order in which they think they happen. The pictures and sound effects should help them to understand the dialogue.

Give Sts some time in pairs to try to say what they think the highlighted phrases mean. Tell Sts they need to listen for two problems that the family has. The hotel is full; Mr. Carter parks in a No Parking area and a police officer sees him. Good evening, madam. D Good evening. Can we have two double rooms, please? R Do you have a reservation? The hotel is full. M Oh, no! D Come on. I know another hotel near here. P Excuse me, sir. Is this your car? D Yes, it is.

Look at the sign. EB Park here! Let's stop There are only two forms, e. Here it would be much more normal to use a polite request with Can Focus on the exercises for 2C on page In pairs, Sts tell each other the imperatives and suggestions for each picture.

Slow down. Be careful. Open your window. Be quiet. Come on. In pairs, Sts tell each other the phrases. They tend to run them together, and this can make it difficult for Sts to hear what has been said. Tell Sts they will hear six short sentences and they must write them down.

Play the audio and pause after each sentence to give Sts time to write. Check answers by writing the sentences on the board. Encourage them to try to say them fast and link the words like on the audio.

Go through the instructions and example conversation in a with them carefully, explaining and drilling the question What's the matter? Then focus on b and c, and explain that Sts are going to have similar conversations using prompts 1 -4 and responding with a phrase, e.

Thanks , OK, Good idea , etc.

Product details

Demonstrate the activity with a good student. Then sit A and B face-to-face. A asks B What's the matter? They then have three more conversations using B's other prompts. A and B then change roles, and B asks What's the matter?

When they have finished, focus on instruction d. Sts should try to do all eight conversations without looking at their books. Tell Sts to go back to the main lesson 2C. If you live, at least in my lifetime I had one dream come true; I was blessed to be loved By someone as wonderful as you. Chorus Hey, hey, hey. Hey hey hey, I need your love.

There are two pages of review and consolidation after every two Files. The first page reviews the grammar, vocabulary, and pronunciation of the two Files. These exercises can be done individually or in pairs, in class or at home, depending on the needs of your Sts and the class time available. The second page presents Sts with a series of skills-based challenges. First, there is a reading text that is of a slightly higher level than those in the File but reviews grammar and vocabulary Sts have already learned.

Then Sts can watch or listen to five unscripted street interviews, where people are asked questions related to the topics in the File. We suggest that you use some or all of these activities according to the needs of your class. In addition, there is a short documentary film available on the Class DVD, and iTools on a subject related to one of the topics of the Files.

This is aimed at giving Sts enjoyable extra listening practice and showing them how much they are now able to understand. B Jeanna. A How do you spell it? A Where are you from?

B I'm from LA. B A-N-D-Y. B David. B D-A-V-l-D. B I am from Paris. B My name is Elise. B E-L-l-S-E. B Chicago, Illinois. B I'm from Germany. They begin by learning a group of common verb phrases, and then, in a short text where foreigners talk about whether certain stereotypes of the Americans are true or not, see how the verb forms change for affirmative and negative forms and in the third person singular question forms are presented separately in 3B.

The lesson ends with reading and speaking. Sts read a article newspapers where an Australian mom w ho lives in California describes what she likes about the US, and Sts compare what she savs with the situation in their country.

Klicit ideas from the class, e. I lollvwood movies, etc. Focus on the phrases with the blanks and the verbs in the list, which Sts should recognize from Classroom language. Elicit the first verb phrase read a newspaper. Sts complete the other phrases with verbs from the list. Model and drill the pronunciation of the phrases. Many of these verbs may already be familiar to them. Play it again, pausing after each phrase for Sts to repeat.

Give further practice of words and phrases your Sts find difficult to pronounce. Make sure Sts are clear about the difference between the meanings of the words. Pragmatic features of New Interchange: How communicative and task-based it is. Jahangard, A. Evaluation of EFL materials taught at Iranian public high schools. ELT Journal, 9 2 , Kearsey, J. Evaluating textbooks: The role of genre analysis.

Research in Science and Technological Education, 17 1 , Khormaei, A. Lexis in English textbooks in Iran, analyses of exercises and proposals for consciousness-raising activities. Making the textbook more communicative. Retrieved September 27, , from www. Littlejohn, A. The analysis of language teaching materials: Inside the Trojan Horse. Tomlinson, Ed. Litz, D. Anivan Ed. Lynch, B. Language Program Evaluation: Theory and Practice.

McDonough, J. McGrath, I. Materials evaluation and design for language teaching. Edinburg: Edinburg University Press. Morgan, T. IELTS preparation materials. ELT Journal, 57 1 , Mukundan, J. A review of textbook evaluation checklists across four decades In Tomlinson, B. London: Continuum. Oxenden, C. American English file. Prabhu, N. Materials as support: Materials as constraint. Guidelines 11, 1: 66— Razmjoo, S. High schools or private institutes textbooks?

Which fulfill communicative language teaching principles in the Iranian context? Asian EFL Journal, 9 4. Developing a textbook evaluation scheme for the expanding circle. Iranain Journal of Applied Language Studies,12 1 , Riazi, A. What do textbook evaluation schemes tell us? A study of the textbook evaluation shemes of three decades.

Renandya Ed. Richards, J. Beyond Training. The role of textbooks in a language program. Interchange 3rd Edition. Longman dctionary of applied linguistics. London: Longman. Sarhady, T. A critical approach to English material development and language planning in Iran. Indian Journal of Applied Linguistics, 35 2 , Sheldon, L.

ELT Journal, 42 4 , Skierso, A. Textbook selection and evaluation. Celce-Murcia Ed. Soozandehfar, S. A textbook evaluation of speech acts and language functions in Top-Notch series. Theory and Practice in Language Studies.

Tok, H. Educational Research and Review, 5 9 , Tomlinson, B. Materials development. Nunan Ed. English to speakers of other languages pp. Tucker, C. Evaluating beginning textbooks. English Teaching Forum, 13, Ur, P. Williams, D. Developing criteria for textbook evaluation. ELT Journal, 37 3 , Xu, I. Investigating criteria for assessing ESL textbooks. Unpublished doctoral dissertation, University of Alberta, Edmonton, Canada.

Yakhontova, T. Textbooks, contexts, and learners. English for Specific Purposes, 20, Pedron rated it it was ok Dec 02, Learn vocabulary, terms, and more with flashcards, games, and other study tools.

Elicit that he can only answer yes, no, or it depends. Workbook with iChecker Christina Latham-Koenig. She pause She lives in an apartment.