Coolers - American English File 1

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American English File 1 Coolers 
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1A 
Have your students break into groups and brainstorm English words they already know in two or 
more of these categories: Sports, Music, Clothing, Jobs, Family (refer to Student Book 
PRONUNCIATION exercise f on page 5). Give a time limit of five minutes for them to think of 
three words for each category. They’ll probably be surprised by how many words they can think 
of, and this will give them confidence. Some of these words will come up again in later lessons. 
 
1B 
Write the alphabet in capital letters on the board: 
A 
B 
C 
D 
E 
etc. 
Brainstorm with the class one country for each letter of the alphabet (there isn’t a country that 
begins with X). If you have more time, students could do this in groups and share their ideas 
with the class. Give a time limit of about five minutes. The group with most countries wins. 
Some countries may be spelled the same in your students’ language, but the pronunciation is 
probably different. Therefore, make sure students can pronounce the countries correctly, with 
the correct stress. 
Possible answers: 
Argentina, Australia 
Brazil, Bolivia 
Chile, China 
Denmark, Dominican Republic 
Egypt, Ecuador 
France, Finland 
Germany, Guatemala 
Hungary, Honduras 
Italy, India 
Japan, Jordan 
Kenya, Kuwait 
Latvia, Lebanon 
Mexico, Morocco 
Nigeria, Norway 
Oman 
Portugal, Peru 
Qatar 
Romania, Russia 
Syria, Somalia 
Turkey, Thailand 
Uruguay, Uganda 
Vietnam, Venezuela 
Wales 
Yemen 
Zimbabwe, Zambia 
 
1C 
Bring in some magazine pictures of famous people not already in the SPEAKING activity on 
Student Book page 9 (politicians, athletes, singers, etc.). Repeat the activity with the new people. 
 
1D 
Play ”Hangman” with common objects from the Vocabulary Bank on Student Book page 142 (see 
page 20 of the Teacher’s Book for instructions). Be in charge of the first game yourself, and then 
get different students to come up to the board and take over. 
2A 
Read these sentences aloud. Students say if they are true or false for their country, or for another 
country they know, e.g. a neighboring country. 
People drink a lot of tea. 
People eat a lot of food from other countries. 
Most people read the newspaper every day. 
Most people don’t smoke. 
People go to fast-food restaurants a lot. 
People watch a lot of TV. 
Most people have a sandwich for lunch. 
People don’t exercise a lot. 
People talk to each other on the bus. 
People drive cars everywhere. 
 
2B 
Give a quick dictation with these six sentences: 
I speak English, French, and Spanish. 
I don’t speak Italian. 
I don’t have a car. 
I read the newspaper every day. 
I have a terrible diet. 
I drink a lot of coffee. 
Check answers on the board, and then ask students if the sentences are true of false for them. 
 
2C 
This is a spelling challenge (students learned the alphabet in English in lesson 1C). Spell a job from 
the Vocabulary Bank on Student Book page 144 at natural speed. Spell it correctly (N-U-R-S-E) or 
incorrectly (N-U-R-S). Students have to say “right” or “wrong.” If they say “wrong,” they have to spell 
it correctly. Make sure you do this quickly, and don’t let students write anything down. Go around 
the room, giving every student at least one turn. 
 
2D 
Have your class brainstorm the names of 20 famous people and write them on the board (ask 
different students for one name until you have 20 on the board). They could be athletes, celebrities, 
politicians, actors, singers, etc. Then each student draws on a piece of paper something that 
belongs to one of the famous people. Collect the pieces of paper, and show them one by one to the 
class. Ask What is it?, and teach the word if necessary. Then ask Whose is it? Students guess until 
someone gets the right answer, e.g., It’s Andy Roddick’s tennis racket).
 
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3A 
Divide the class into two, three, or four teams, and play "Guess the word" with adjectives from the 
Vocabulary Bank on Student Book page 146. You give a definition or a sentence with a word 
missing, and the first team to say the adjective wins a point. The team with the most points wins. 
Possible definitions/sentences: 
It’s the opposite of beautiful. (ugly) 
An elephant is very _______. (big) 
It’s the opposite of long. (short) 
A motorcycle is ________. (fast) 
It’s the opposite of white. (black) 
Mount Everest (or the name of a local mountain) is very ________. (high) 
A Ferrari is ________. (expensive) 
(Name of famous actress) is very ________. (beautiful) 
It’s the opposite of safe. (dangerous) 
It’s the opposite of difficult. (easy) 
The Sahara desert is ________. (dry) 
It’s a color and a fruit. (orange) 
It’s the opposite of old. (new or young) 
It’s the color of the sky. (blue) 
It’s the opposite of fast. (slow) 
It’s the opposite of expensive. (cheap) 
Someone who has no money is ________. (poor) 
It’s the opposite of full. (empty) 
(Name of a famous, rich person) is very ________. (rich) 
 
3B 
Make a sentence by going around the class. Start by saying Every day I get up. The next student 
has to add something, e.g., Every day I get up and I take a shower. The next student adds 
something else, e.g., Every day I get up, I take a shower, and I have breakfast. Keep going 
around the class for as long as you can. Finish by getting the whole class to repeat the sentence 
together. Then have the next student start a new sentence. 
 
3C 
Write these words on the board: 
Always Usually Sometimes Hardly ever Never 
Have the class ask you questions with “How often…?” Then answer them with one of the words 
on the board, e.g., How often do you get up early? Sometimes. When you give one of the 
answers, erase that answer on the board. Keep going until you’ve said each answer. Then the 
students do the same in pairs. 
 
3D 
Give students a “books-closed” memory test on the festivals on Student Book page 34. Give them 
a minute to read the information about the three festivals again. Then read the descriptions 
below. Students have to raise their hands whenever you give the wrong information (these are in 
bold, with the correct answer in brackets) and say the correct information from memory. 
The Tomatina festival takes place on the last Tuesday [Wednesday] of October [August] in 
Buñol, Italy [Spain]. The “tomato battle” starts at 10 [11] o’clock in the morning, and continues for 
five [two] hours. During the Tomatina, 25,000 [35,000] people throw 125,000 kilos of tomatoes! 
In January (the exact date changes every year) you can go to Ivrea in Scotland [Italy] and 
take part in the Carnevale d’Ivrea, where people throw money [oranges] at each other. If you 
don’t want people to throw an orange at you, you have to wear a green tie [red hat]! 
Thailand has a Water Festival (Songkran) every March [April] to celebrate the New Year. It 
starts on April 30th [13th] and lasts for two weeks [days]. People throw water at each other all 
day but not at night [and also at night]. 
 
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4A 
Divide the class into two teams. A student from one team comes up to the board. Show him / her 
one verb phrase from the Vocabulary Bank on Student Book page 149, e.g., buy a newspaper. 
He / She has one minute to draw it on the board while the rest of his / her team tries to guess 
what it is. If they guess correctly within one minute, show the student another phrase. After one 
minute, he / she must stop drawing and sit down. A student from the other team comes up. Show 
him / her the phrase that the first student was trying to draw, if the first team didn’t get it, or show 
a new word. Give him / her one minute to continue. If his / her team guesses the phrases, show a 
new phrase, etc. The team with the most correct guesses after three turns for each team wins.Alternatively, you could do this with miming instead of drawing. 
 
4B 
Have students look individually at the Vocabulary Banks on Student Book pages 142 and 149. 
They write six sentences – three starting with I love … and three starting with I hate …. Do this 
yourself, too. Then read one of your sentences, but leave out I love or I hate, e.g., “___________ 
swimming.” The class has to guess whether you love or hate swimming. Do this with all your 
sentences. Then students continue with their sentences in pairs. 
 
4C 
Students work in groups to write a five-line love story like the one in PRONUNCIATION exercise b 
on Student Book page 45. They should use vocabulary and phrases from the lesson. It’s up to them 
whether their story is happy or sad. Have the groups read their stories aloud and vote on the best 
one. Alternatively, have students write stories by themselves for homework and read them the next 
day in class. 
 
4D 
Divide the class into teams of three or four students. Tell the class that you’re going to dictate 30 
words. One person in each team should write them down as you say them on a large piece of 
paper so the other two students can see. When a word rhymes with a word you said previously, 
students should raise their hands. The first student to raise a hand says the two rhyming words. If 
he / she is right, his / her team gets a point. All the teams then cross those two words off their 
lists. 
The 30 words are: 
mine 
door 
book 
in 
do 
four (rhymes with door) 
eight 
fine (rhymes with mine) 
ours 
he 
cook (rhymes with book) 
you (rhymes with do) 
start 
nurse 
hot 
 
pin (rhymes with in) 
plate (rhymes with eight) 
bus 
house 
purse (rhymes with nurse) 
see (rhymes with he) 
tell 
mouse (rhymes with house) 
part (rhymes with start) 
old 
dot (rhymes with hot) 
sell (rhymes with tell) 
cold (rhymes with old) 
us (rhymes with bus) 
showers (rhymes with ours) 
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5A 
Give your class a history quiz about famous people. Read the questions below and have students 
write down the answers. You might want to go over all of the answer choices before students take 
the quiz to make sure students know the countries. They get one point for each correct answer. If 
you want to make the quiz easier, you could give students multiple choice options. Go over the 
answers at the end. Alternatively, have the class work in teams to guess the answers. 
These are suggested questions. You may want to think of your own questions that are more 
relevant to your students’ knowledge and interest. 
1. In which country was Ludwig van Beethoven born? Germany, Austria, or Switzerland? 
(Germany) 
2. In which American city was Michael Jordan born? Los Angeles, Chicago, or New York? 
(New York) 
3. Which country was artist Frida Kahlo from? Mexico, Spain, or Argentina? (Mexico) 
4. What was the name of the first man on the moon? Buzz Aldrin, Neil Armstrong, or Louis 
Armstrong? (Neil Armstrong) 
5. Who was the first president of the US? George Washington, Abraham Lincoln, or Thomas 
Jefferson? (George Washington) 
6. Which modern artist was born in Málaga, Spain in 1881? Picasso, Dali, or Miro? (Picasso) 
7. Which of the following is about 6,700 km (4,160 miles) long? The Amazon River, the Great 
Wall of China, or the Andes mountain range? (the Great Wall of China) 
8. Where was animator Hayao Miyazaki born? Tokyo, Seoul, or Beijing? (Tokyo) 
9. What was Shakespeare’s wife’s name? Mary, Jane, or Anne? (Anne) 
10. Where were the 2000 Olympic Games held? Atlanta, Sydney, or Barcelona? (Sydney) 
 
5B 
Give your class a geography quiz (so that they never have an experience like Emma and Raoul 
on Student Book page 54). Name a city, and they name the country it is in. Help with 
pronunciation where necessary. 
 
Vancouver 
Lima 
Osaka 
Baghdad 
Seoul 
Rio de Janeiro 
Dublin 
Prague 
Moscow 
Bangkok 
Ankara 
Teheran 
Kuala Lumpur 
Melbourne 
San Diego 
Caracas 
Cairo 
Porto 
Cape Town 
Berlin 
 
Canada 
Peru 
Japan 
Iraq 
Korea 
Brazil 
Ireland 
The Czech Republic 
Russia 
Thailand 
Turkey 
Iran 
Malaysia 
Australia 
The United States 
Venezuela 
Egypt 
Portugal 
South Africa 
Germany 
 
Alternatively, divide the class into teams and have them write down the answers. Allow them to 
use dictionaries to check spelling. Give one point for each correct answer. 
 
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5C 
Ask students to vote for some of these things in your town or city: 
their favorite restaurant 
their favorite place to meet friends 
their favorite movie theater 
their favorite nearby beach / landmark / national park 
their favorite clothing store 
etc. 
Encourage them to try to explain their choice if they disagree. 
 
5D 
Have students choose three irregular verbs from the list on Student Book pages 154–155. Have 
them write one simple past sentence for each verb on a piece of paper, but with a blank where 
the verb should be; e.g., I _____a lot of water yesterday. Then they switch papers with the 
student sitting next to them and try to complete each other’s sentences. 
 
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6A 
Divide the class into two teams. A student from one team comes up to the board. Show him / her 
one of the items in the house from the Vocabulary Bank on Student Book page 151, e.g., a lamp. 
He / She has one minute to draw it on the board while the rest of his / her team tries to guess 
what it is. If they guess correctly within one minute, show the student another item in the house. 
After one minute, they must stop drawing and sit down. A student from the other team comes up. 
Show him / her the item the first student was trying to draw, if the first team didn’t get it, or show a 
new word. Give him / her one minute to continue. If his / her team guesses the item, show a new 
thing, etc. The winning team is the one with the most correct guesses after three turns of drawing 
for each team. 
 
6B 
Give students a “books-closed” memory test on Stephen Bleach’s experience on Student Book 
page 67. Give them a minute to read the text again. Then read the following version aloud. 
Students have to raise their hands every time you give the wrong information (these are in bold, 
with the correct answer in parentheses) and give the correct information from memory. 
I arrived at Gosforth Hall early in the morning (late in the evening). It was a very dark night, 
but I could see there was a supermarket (church with a cemetery) next to the hotel. I checked in, 
and the receptionist gave me the some money (the key) and showed me to my room. 
I left my things in the room and came downstairs. There were a lot of guests (weren’t many 
guests). There were only three including me. I sat in the dining room (sitting room,) and I talked 
to the manager, Sara Daniels, about her hotel. I had a drink and at 10:00 (12:00) I went upstairs 
to my room. 
Room 11 was on the first floor (top floor). I opened the door and turned on the light. It was a 
very small room (big room), very old, and yes, it was a bit spooky. There was an old television 
on a table – but there wasn’t a remote control. I turned on the TV. There was a football game 
(movie) on. I was happy to see that it wasn’t a horror movie. I decided to watch the movie and to 
keep the light on all night. But I was tired after my long trip, and after two minutes (half an hour), 
I went to sleep. 
 
6C 
Put students in groups of three or four. Dictate these sentences with missing verbs. Students 
complete them with two different verbs. (Possible answers in parentheses.) 
He’s _________ soccer. (playing / practicing) 
They’re _________ breakfast. (having / eating) 
She’s _________ a book. (reading / buying) 
I’m _________ English. (studying / learning) 
He’s _________ a cup of coffee. (drinking / buying) 
They’re _________at the party. (dancing / talking) 
 
6D 
Ask students to read the information about the Circle Line Tour on Student Book page 71 again. 
Then, in groups, they write similar information for a tourist attraction in their town, without naming 
the attraction. One group then reads its information aloud, and the other groups try to name the 
attraction. 
 
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7A 
Make a sentence by going around the class. Start by saying I ate an apple yesterday. The next 
student has to add something, e.g., I ate an apple and a cookie yesterday. The next student adds 
something else, e.g., I ate an apple, a cookie, and some ice cream yesterday. Keep going around 
the class until someone forgets the sequence. Then play again with I drank…. 
 
7B 
Play ”Hangman” with words from the lesson (see page 20 of the Teacher’s Book for instructions). 
Be in charge of the first game yourself, and then get different students to come up to the board 
and take over. 
Possible words: 
healthy 
temperature 
contain 
water 
sweat 
litter 
experiments 
recently 
 
7C 
Say some going to sentences about your vacation plans. Students have to guess where you’re 
going. Tell them they can guess cities or countries. 
Possible sentences: 
I’m going to see the Eiffel Tower. (Paris, France) 
I’m going to Copacabana Beach. (Brazil) 
I’m going to see kangaroos. (Australia) 
I’m going to eat spaghetti and pizza. (Italy) 
I’m going to visit Niagara Falls. (Canada or the United States) 
I’m going to drink Inca Cola. (Peru) 
I’m going to see the Pyramids. (Egypt or Mexico) 
I’m going to visit the Red Square. (Moscow, Russia) 
I’m going to visit Buckingham Palace. (London, England) 
I’m going to see the Great Wall. (China) 
Next, have students choose a place and write a sentence about it. Then go around the room and 
ask students to read their sentences. The class tries to guess the destination. 
 
7D 
Give students a “books-closed” memory test on Jane Ross’s experience on Student Book pages 
82–83. Give them a minute to read the story again. Play recordings 7.11–7.15, pausing at the 
points marked � in the audioscript below. See if students can remember what comes next, and 
then continue to play the recording and see if they were right. 
7.11 
It’s written in the cards 
“Come in,” said a voice. Jane Ross opened the door and went into a small room. There was a 
man sitting behind a table. 
“Good afternoon,” said Jane. “I want to see Madame Yolanda, the fortune teller.” 
“Madame Yolanda isn’t here today,” said the man. “But don’t worry. � I’m going to tell you about 
your future. What questions do you want to ask?” Jane looked at the fortune teller. She couldn’t 
see him very well because the room was very dark. 
7.12 
“Well,” she said, “I have a problem � with my boyfriend. We argue all the time. I don’t think he 
loves me. I want to know if we’re going to stay together.” 
“Please choose five cards, but don’t look at them.” 
Jane took five cards. The fortune teller put them on the table face down. He turned over the first 
card. 
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“Ah, this is a good card. This means you’re going to be very lucky.” 
“But am I going to stay with my boyfriend?” Jane asked. 
“Maybe,” said the fortune teller. “We need to look at the other cards first.” 
7.13 
He turned over � the second card. 
“Mmm, a house. A new house. You’re going to move, very soon, to another country.” 
“But my boyfriend works here. He can’t � move to another country.” 
“Let’s look at the next card,” said the fortune teller. He turned over the third card. 
“A heart. You’re going to � fall in love.” 
“Who with?” asked Jane. 
“Let me concentrate. I can see a tall man. He’s very attractive.” 
“Oh, that’s Jim,” said Jane. 
“Who’s Jim? Your boyfriend?” 
“No. Jim’s a man I met at a party last month. He’s an actor, and he says he’s in love with me. It 
was his idea � for me to come to Madame Yolanda.” 
“Well, the card says that you’re going to fall in love with him.” 
“Are you sure?” asked Jane. “But what about my boyfriend?” 
“Let’s look at the fourth card,” said the fortune teller. 
7.14 
The fortune teller turned over a card with two rings. 
“Now I can see everything clearly. You are going to leave your boyfriend and go away with the 
other man to another country. You are going � to get married.” 
“Married? But am I going to be happy with him?” 
“You’re going to be very happy.” 
Jane looked at her watch. “Oh no, look at the time. I’m going to be late.’ 
She stood up, left $50 on the table, and � ran out of the room. 
7.15 
The fortune teller stood up. He turned on the light. At that moment an old woman came in. “So, 
what happened?” she asked. 
“She believed everything,” said Jim. “I told you, � I’m a very good actor!” 
He gave the woman $100. 
“That’s Jane’s $50 and another $50 from me. Thanks very much, Madame Yolanda.” 
Madame Yolanda took the money. The fifth card was still on the table, face down. 
She turned it over. It was the ship. She looked at it for four or five seconds and then 
she said: � 
“Young man! Don’t travel with that girl – you’re going to…” 
But the room was empty. 
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8A 
Write some pairs of words on the board. In pairs, students say or write sentences comparing the 
two things. 
Possible pairs: 
VWs 
French food 
Earth 
cats 
coffee 
traveling by car 
English 
BMWs 
Chinese food 
the moon 
dogs 
tea 
traveling by bus 
(your students’ first language) 
 
8B 
Give students a few minutes to review the information about places on Student Book pages 90–
91. Say the names of places from the lesson. Students have to make superlative sentences 
about the places from memory. 
Tokyo (It’s the noisiest / biggest / most expensive capital city in the world.) 
New Delhi (It’s the most crowded capital city in the world.) 
La Paz (It’s the highest capital city in the world.) 
Mali (It’s the hottest country in the world.) 
Cairo (It’s the driest capital city in the world.) 
Yakutia (It’s the coldest city in the world.) 
Oslo (It’s the safest capital city in the world.) 
Include some of the places your students mentioned in section 5 SPEAKING on page 91. 
 
8C 
Students work individually and write down three things they think their partner would like to do 
and three things they think they wouldn’t like to do. In pairs, they read the sentences to each 
other, e.g. I think you’d like to go to the United States on vacation, or I don’t think you’d like to 
drive a Ferrari. Their partner says if the guesses are right or wrong. 
 
8D 
Give students a “books-closed” memory test on Nuria’s, Mónica’s, and Kevin’s experiences 
abroad on Student Book pages 94–95. Give them a minute to read the story again. With books 
closed, read these sentences. Students say where these things happened according to the text – 
Los Angeles, Tokyo, or Milan. 
People drive pretty slowly. (Los Angeles) 
They are shy and polite, and they speak very quietly. (Tokyo) 
Supermarkets are now full of food you can put in the microwave. (Milan) 
People don’t go out during the week because they work very hard. (Los Angeles) 
People drive carefully. (Tokyo) 
They are very elegant and wear very stylish clothes. (Milan) 
You can walk safely in the city late at night. (Tokyo) 
It’s normal to work twelve hours a day, and people usually only have one or two week’s vacation. 
(Los Angeles) 
They love food here, and it’s fantastic. (Milan) 
In stores, the salespeople are very helpful. (Los Angeles) 
You can leave things in your car and nobody steals them. (Tokyo) 
It’s impossible to find where you want to go. (Tokyo) 
People use their cars for everything. (Los Angeles) 
Traffic lights are horizontal and they are difficult to see. (Tokyo) 
You never see people walking on the street. (Los Angeles) 
People here are in love with their cars, and theydrive very fast. (Milan) 
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9A 
Make a sentence by going around the class. Start by saying I’ve been to (name of a country or 
city, e.g., Thailand).The next student has to add something, e.g., I’ve been to Thailand and 
Scotland. The next student adds something else, e.g., I’ve been to Thailand, Canada, and Brazil. 
Keep going around the class for as long as you can. Finish by getting the whole class to repeat 
the sentence together. Then have the next student start a new sentence. 
 
9B 
Put students in groups of three or four students. Draw three large circles on the board and label 
them as follows. Have one student in each group draw the circles on a piece of paper. 
 
 / O / brought / V / come / E / felt 
 
 
 
 
 
 
 
Dictate the base form of 15 verbs. The groups have to write the past participle in the correct circle 
according to the vowel sound. 
Base form: 
buy (bought, first circle) 
catch (caught, first circle) 
drink (drunk, second circle) 
leave (left, third circle) 
meet (met, third circle) 
read (read, third circle) 
ring (rung, second circle) 
run (run, second circle) 
say (said, third circle) 
send (sent, third circle) 
sing (sung, second circle) 
sleep (slept, third circle) 
spend (spent, third circle) 
swim (swum, second circle) 
think (thought, first circle) 
 
 
 
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