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Hi everyone!

My name is Mehna Ziegaini.

I'm an English teacher at ExoWest Online Institute.

In this course, we're going to work on the book American English File 3,

which will help you to speak more fluently and choose the correct grammar.

It's better if you buy the physical copy but

if you can't you can just simply download the pdf file we work on the student book together

but you do the workbook as a part of your homework it's very important to do your homework each session

and you should also have a piece of paper to take notes

and write down the answers let's begin hi everyone it's mehnaz

i'm an english teacher in exo west institute today we're going to cover the first lesson of book American English File 3.

What we are going to learn?

Talk about daily habits and routine.

Use the present simple and continuous correctly.

Get familiar with action and non -action verbs.

And describe food and cooking.

Eating in and out.

It starts with vocabulary.

First exercise says, look at some quotes about food from Pinterest complete the quotes with a word

or phrase from the list

so in these kind of exercises we always go for the list first cake cookie fruit salad onions pasta pear

and tomato now read the quotes by yourself and try to do it then come back and we can check together

now let's check together number one there are only 10 minutes in the life of a pear

when it is perfect to eat number two life is a combination of magic

and pasta number three one day i'm going to make the onions cry number four knowledge is knowing

that a tomato is a fruit wisdom is not putting

it in a fruit salad number five a party without cake

is just a meeting number six a balanced diet is a cookie in each hand a point to be add

that you may already know is when you are putting the before a word

that starts with a vowel you should pronounce it the not the okay just don't forget about it.

For example, the onions, not the onions.

Now we can go for vocabulary page 152, vocabulary bank, part one, food.

As you can see, you have some foods in the picture and they are numbered.

You have to match the numbers with the words.

I mean, with the name of those specific foods.

As an example that you have, number one is crab.

Now pause and try to do it.

Then come back and pause and check.

1 .2.

Food and cooking.

1. Food.

Fish and seafood.

1. Crab.

7. Lobster.

5. Mussels 2.

Salmon 6.

Shrimp 3.

Squid 4.

Tuna Meat 11.

Beef 12.

Chicken.

9. Duck.

10. Lamb.

8. Pork.

Fruits and vegetables.

14. Avocado.

25. 25 beet 13 cabbage 24 cherries

18 cucumber 20 eggplant 23 grapes 27.

Green beans 26.

Lemon

19 mango 15

melon 21 peach

16 pear 28

raspberries 17 red pepper 22.

Zucchini Some of these words may be new to you.

For example, muscles.

As you've already checked, it's number five.

It's an edible sea creature with a hard shell.

Between meats, you have to pay attention to the difference of beef and lamb.

Lamb is from the sheep and beef comes from the cow.

Next part is the cooking part which you can see different cooking methods.

Again try to do it by yourself then unpause and check.

Now listen to the audio 1 .3 and let's check together.

If there was any word that sounded unfamiliar to you,

you can check with dictionaries like Oxford or Longman and try to remember the meaning of them.

2. Grilled.

4. Roasted.

3. Steamed.

Let's go back to page 7, the reading part.

Exercise A says, talk to a partner what time do you usually get up, have breakfast, exercise, have a coffee,

have lunch, have dinner, or go to bed?

For example, I usually get up at 7 o 'clock.

You can answer to the rest of it by yourself.

Now let's go for exercise B and C.

Exercise B says read the article once.

Do you or your partner do any of the things in A at the times the article recommends?

And exercise C says read the article again, answer the questions with a partner.

Since both of these exercises are based on the text, you can do them all together and at once.

So let's go for the questions.

Take your time and read questions from number one to six.

Now that you've read the questions by yourself, go for the text and try to find the answers to exercises b

and c while reading the text have a pen or pencil

or highlighter or whatever that you feel better with and underline

or circle around the words that sound new

and unfamiliar to you it's really important

that you don't go straight for the meaning try to guess

them try to answer the questions without searching the meaning of the words after

that you figured out the answers we come back and try to check the new words together.

If there was any other words left out, check it by yourself.

100

So now pause the video and answer the questions.

101

Here are some new words that you may not know the meaning of.

102

Conducted by means how something is organized or how something is done.

103

Disrupting means stopping something from working normally.

104

Digest means to break food into smaller parts that your body can take in and absorb.

105

For example, when you eat something sweet like honey, your body digests it and breaks it to smaller parts called glucose.

106

Another meaning of digest, which is not our aim here, is to understand something fully.

107

You may think who a nutritionist is a nutritionist is someone who advises you about your health and food.

108

For example, when you want to have a diet for gaining weight or losing it, you can go to a nutritionist.

109

Now, check any other words that I may have not mentioned and then we go for the answer.

110

Let's check the answers to question C.

111

Number one, why is it important to have breakfast every day

112

when you're a teenager? because you are less likely to be at risk of heart disease as an adult.

113

Number two, what effect does caffeine have on us?

114

if we drink it between 2 and 5 p .m.

115

It can make us more mentally alert.

116

Number three, what's the difference between having steak and french fries for lunch and having it for dinner?

117

Having steak and french fries for lunch means that we can digest it better,

118

but having it for dinner means that our blood glucose levels will go higher.

119

Number four, why should an early evening meal be delicious? because our sense of taste and smell are the best.

120

Number five, what's the best physical activity to do?

121

A. Early in the morning and B.

122

In the afternoon.

123

The answer to A would be yoga or a long walk and the answer to B would be running or bike riding.

124

Number six, why does the body produce melatonin?

125

Because it helps us go to sleep.

126

Let's go for exercise D.

127

Search the text and find six parts of the body

128

which do we have one of two of

129

or more than two of pause and do it yourself then unpause and let's check together

130

let's check together now number one heart

131

which we only have one of it number two stomach again

132

we only have one of it number three brain one and only number four muscles which we have more than two of.

133

And number five, lungs, which we have a pair of them.

134

Now go for page eight and nine, the listening part.

135

Exercise A, read the text about Mariana, then look at the five photos and extracts from an interview with her.

136

With a partner, say how you think she finishes each sentence.

137

Now pause and try to do it by yourself, then unpause and check together.

138

Before taking the answers, let me clarify something for you.

139

You must have noticed that here we have mom with a U, which you haven't seen before.

140

You've seen mom with O, which is used in American English, and we write mom with U in British English.

141

Both of them are correct.

142

Now listen to the audio and check.

143

1 .8 Part 1

144

With me today I have Mariana Liva Ditaki, head chef of Morito Restaurant in London.

145

Mariana, what was your favourite food when you were a child?

146

Well, at home we ate a funny mixture, because of my parents.

147

Fresh fish, bacon and eggs for breakfast on Sundays, and traditional apple pies.

148

But my favourite was fish.

149

We ate fish every day, which my dad caught.

150

In fact, my dad still goes fishing every night.

151

Wow.

152

Yeah, we were really lucky because not all families could do that, could eat fish every day.

153

Even on an island, fish is expensive, unfortunately.

154

Did your dad catch fish for the family or for the restaurant?

155

For both, except for lobsters.

156

When he caught a lobster, he never sold it.

157

It was always for us.

158

We boiled it and ate it with lemon and olive oil.

159

You don't need anything except lemon and olive oil when fish and seafood is really fresh.

160

That's how I cook lobsters nowadays in the restaurant, in Morito.

161

Were you interested in cooking when you were a child?

162

Oh, yes.

163

I spent every evening in our restaurant, and instead of playing with the other children, I usually helped in the kitchen.

164

I wrote down recipes which I wanted to cook for the family in a small blue notebook.

165

So your love of food and cooking came from your parents?

166

From my parents and also from my aunt, and from many inspiring ladies who surrounded me when I was growing up.

167

My aunt, Thea Kula, had animals, a garden, olive trees and grapes.

168

In the summer, I often spent all day with her.

169

She knew everything about wild food in Crete.

170

She only ate what she had grown or found or made herself.

171

Such a beautiful way to eat.

172

Did you ever eat out as a child?

173

Never in the evening, because our restaurant was open for dinner seven days a week.

174

But occasionally my mum used to buy me and my brother souvlaki for lunch, a sort of Greek sandwich with pita bread.

175

Inside it has pork, tomato, red onion and lots of thick yogurt.

176

Number one, we ate fish every day which my dad caught.

177

Number two, we boiled it and ate it with lemon and olive oil.

178

Number three, I wrote down recipes which I wanted to cook for the family in a small blue notebook.

179

Number four.

180

My aunt Thea Cola had animals, a garden, olive trees.

181

and grapes number five occasionally my mom used to buy me

182

and my brother suvolaki for lunch a sort of greek sandwich with pita bread

183

now let's go for page 132 the grammar bank this grammar is about simple present present continuous us

184

and action non -action verbs let's start with simple present take a look at examples

185

we have two groups of examples here first group

186

i live in new york she works in a restaurant

187

we don't eat meat jack doesn't wear glasses where do you live does the supermarket open on sundays

188

so this is the way that we work with a simple present verb.

189

If you want to use it with subjects like I, you, we, they, we don't add anything to it.

190

We just use the base form of the verb.

191

But if the pronoun comes in third person, we need to add third person S to the end of our verb.

192

For example, i work in a restaurant you work in a restaurant

193

but she works in a restaurant he works in a restaurant how do we make

194

it negative as you've already learned in aef2

195

if i have a be verb

196

or a modal verb in my sentence i don't need help

197

so i don't go for auxiliaries but here i look at my positive sentence.

198

For example, I live in New York.

199

Do you see any B verbs there?

200

Can you say any modals like can?

201

No, you can't.

202

So here we need help to make our sentence negative.

203

So we go for auxiliaries.

204

Since our sentence is simple present, we have two auxiliaries, do or does.

205

If I have a third person pronoun, I use does and for other persons, I use do.

206

If you want to make your sentence negative, the negativity goes with the auxiliary.

207

Auxiliary means which comes to help you when you want to make a negative sentence or a question.

208

For example, She plays basketball.

209

She doesn't play basketball.

210

As you could see, when I want to make my sentence negative, I use the base form of the verb.

211

It's because of doesn't.

212

It makes my sentence negative and it shows the third person's presence.

213

So I don't need to make it third person again.

214

We never do the same thing to a sentence twice.

215

Wherever does or doesn't goes, we will delete the third person S.

216

As you could say, does dozde, is omi dozde.

217

So with third person, we use does or doesn't.

218

And with other pronouns, we use do or don't.

219

For example, I don't play basketball.

220

How do we make a question in simple present?

221

Again, if you look at your original positive sentence, you can find no moodles or no beavers.

222

So, you need help.

223

Then you go for help.

224

فِيْلِكُمَاكِي Auxiliary Since the tense is simple present, we have do or does.

225

How do we choose between them?

226

Depending on the pronoun.

227

For third -person pronouns, we use does, and with other pronouns, we use do.

228

Do goes at the beginning of the sentence.

229

For example, I play basketball.

230

Do you play basketball?

231

She plays basketball.

232

Does she play basketball?

233

Again, here pay attention that verb goes in its base form because of does.

234

If you start your question with do or does, this is a yes -no question.

235

It means your answer will start with yes or no. Do you play basketball?

236

Yes, I do.

237

No, I don't.

238

Does she play basketball?

239

Yes, she does.

240

No, she doesn't.

241

But you can also turn these questions to information question.

242

What is an information question?

243

An information question is a question that you answer not with yes or no, but with some piece of information.

244

For example, what do you do?

245

I play basketball.

246

So when we want to make an information question, we use wh words or wh question phrases.

247

Now, let's see where and when do we use this tense.

248

When we want to talk about our routine or habits.

249

Or when we want to state some facts, we can use simple present.

250

For example, I brush my teeth every night.

251

For example, I play basketball.

252

This is a fact about me.

253

I teach English.

254

I'm stating a fact about myself.

255

For example, water boils at 100 degrees or sun rises from east.

256

You can also use simple present with adverbs or expressions of frequency.

257

For example, she brushes her teeth every night.

258

I use expression of frequency.

259

Or, she always talks to her friend.

260

I'm using adverbs of frequency.

261

How do I add adverbs of frequency to my sentence?

262

I look at my sentence, find the verb, and put the adverb of frequency right before that.

263

For example, she plays basketball.

264

Which one is the verb?

265

Plays.

266

So adverbs of frequency go right before that.

267

She always plays basketball.

268

What if my sentence is a negative sentence? again going right before the main verb is

269

so important that adverbal frequency comes

270

and separates two parts of the verb it'll be she doesn't usually play basketball

271

but with the beaver it's not the same story

272

because the negative part of the verb is not some auxiliary helping part it's the same word

273

that we already had are are not not is part of our negative verb

274

so we cannot separate it the adverbs of frequency go after the beaver no matter

275

if it's negative

276

or positive for example she is usually tired she isn't usually tired we don't separate two parts of the verb

277

and it's easier to work with expressions of frequency

278

because they always go at the end of the sentence no matter

279

if it's beaver or another verb that's for the simple present let's go for present continuous now

280

when do we use a present continuous sentence we already said

281

that we use simple present with facts routine habits

282

and these kind of stuff but what

283

if an action is in progress it means the action is going on

284

and on and it's not finished yet for example right now i'm talking

285

and you're listening we're sitting so it's just going on

286

and it's not done or finished yet for example

287

if it's five o 'clock right now i am talking

288

and i'll keep on talking until who knows

289

when six seven we don't know

290

it's not done yet we make these kind of sentences by

291

using a be verb plus base form of the verb

292

and then goes the ing so you may have heard of this uh tense as ing form of the verb to.

293

It's present continuous.

294

Let's check the examples right now.

295

A. Is your sister still going out with Adam?

296

B. No, they broke up.

297

She isn't going out with anyone now.

298

The phone's ringing.

299

Can you answer it?

300

House prices are going up very fast right now.

301

In all of these examples, we were talking about something which was going on right now.

302

But what if it's not right now?

303

Can we still use present continuous?

304

The answer is yes.

305

For example, I say I'm talking, you're listening.

306

We are explaining and describing something that is happening and going on right now.

307

But when I say I'm watching

308

Vampire Diaries, what does it mean?

309

Am I watching it right now in the class?

310

No, it means that I've been busy watching this series around now, nowadays, these days.

311

So we can use present continuous to talk about something that is happening right now,

312

at the moment, or no, around now.

313

It doesn't need to be precise.

314

We can also use present continuous to describe a temporary situation.

315

For example, I'm doing the housework because my mom is on vacation.

316

It means when she comes back, I won't be doing it anymore so it's situation

317

that is not permanent it means it's not going to stick for long there's another use to present continuous too

318

when we want to describe a future arrangement we will talk about it later in future lessons now

319

that you've came along with present simple and continuous let's go

320

and see what are action and non -action verbs

321

when we have an action verb like sit talk walk play

322

and a lot of other words we have a choice to choose between simple present

323

or present progressive or present continuous but

324

when it comes to non -action verbs you don't have any choice

325

they cannot fit in present continuous tense take a look at

326

the examples what are you looking for my car keys

327

so here we have look

328

and it's ing form it's an action verb it's in progress

329

it can be in progress for example i talked i talk

330

i'm talking it can fit in all these tenses i'll help you in a minute but i need them now.

331

Need.

332

When it comes to a non -action verb, there's nothing in between.

333

It's zero or 100, black or white, no grays in between.

334

For example, I talk.

335

I'm talking.

336

It's going on but when it comes to need you do need a new phone

337

or you don't need it you want pizza for lunch

338

or you don't want you like comedy movies

339

or you don't there's nothing in between this is the difference between action

340

and non -action verbs non -action verbs cannot be in progress non -action verbs usually describe a state or feeling.

341

For example, want, need, forget.

342

You remember something or you forgot it.

343

You can't say, I'm forgetting my keys.

344

No, you forgot it or you remembered it.

345

Nothing in between.

346

You can see a group of non -action verbs in the grammar part.

347

Let me add something which is not mentioned here you may hear

348

or see that somewhere they say for example i'm liking it

349

or i'm forgetting about it what is this like

350

and forget are non -action verbs how are we using them with ing forms

351

it's another context for example you didn't want to watch a movie

352

but i encouraged to you i told you and recommended it

353

and said go watch it i'm sure that you'll like it you went

354

and started first five minutes you're not that into it

355

but i ask for your opinion after a quarter

356

or some you say i think i'm liking it it means i'm growing to like it

357

so grammatically like is a non -action verb.

358

It cannot be used in ing form, but here it goes as I'm growing to like it.

359

There goes a box about verbs which are both action and non -action.

360

So let's read it together.

361

A few verbs have an action and a non -action meaning, for example, have and think.

362

I can't talk now.

363

I'm having lunch here the verb is action what does it mean

364

it means to have lunch i have a cat now it's not an action

365

because it's about possession it shows possessing something what are you thinking about it's action

366

it means to think about something what

367

if i say i think this music's great it's not an action

368

because i'm giving my opinion

369

if you have any more questions make sure to check with

370

ai look at three sentences from the interview circle the correct form number one you don't need

371

or you aren't needing anything except lemon and olive oil

372

when fish and seafood is really fresh which one is true don't need

373

or aren't needing try to answer yourself this week for example I make or I'm making a tacos,

374

a Cretan salad.

375

I go or I'm going to create maybe four or five times a year.

376

now

377

if you've done it by yourself let's check together the correct answer to number one is don't need number two

378

i'm making because of this week it gives the cue of a temporary situation

379

and number three i go to greet maybe four or five times a year because it's stating a fact

380

Now on page 9 we have a speaking part.

381

It says read statements from 1 to 6 and decide if you agree or disagree.

382

Think of reasons and examples.

383

You have 6 statements.

384

Read them by yourself.

385

Now that you've read, take a piece of paper and try to give some reasons.

386

For example, it says do you agree the best chefs are usually men? down there we have a box

387

which can help you give reasons.

388

Let's read it together.

389

Agreeing and disagreeing.

390

I agree with that.

391

I don't agree with that or with you.

392

I disagree with that or with you.

393

I think that's true or I think you're right.

394

I don't think that's true or I don't think you're right and I think it depends.

395

What does it mean?

396

It means that you're going to give some reasons for each of your answers to be agree or to disagree.

397

One common mistake that a lot of students may make is using a be verb before agree or disagree.

398

You don't say I'm agree with.

399

You say I agree with.

400

You don't say I'm not agree with.

401

You say I don't agree with.

402

You use auxiliaries to make it negative, not a be verb.

403

so we came to an end with lesson 1a this is your homework grammar bank 1a

404

which is on student book page 132 workbook pages 4 5

405

and 6 and vocabulary bank page 152 you should also practice all the new words that you've highlighted or circled around.

406

If you had free time, you can make sentences with them too.

407

It'll help your writing skill.

408

As you can see, this is your AI prompt, which will help you to make a partner out of it.

409

It means that you can give this general prompt in the beginning,

410

and then you'll go one by one with each of the bullets.

411

You make the conversation

412

when you're done with it you'll go for the next prompt

413

that's it for this video see you on the next one

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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación se basa en el vídeo “سطح B2 قسمت 1”. Las palabras que más se repiten: verb, example, action, present, sentence. Este vídeo tiene 412 frases y 4116 palabras para practicar shadowing. La parte hablada dura 32:46. El hablante mantiene un ritmo constante de unas 126 palabras por minuto, cómodo para el shadowing. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.

Vocabulario clave de este vídeo

15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:

Palabra	Pronunciación	Significado
verb sustantivo	/vɝb/	verbo
continuous adjetivo	/kənˈtɪn.juː.əs/	continuo, contino
frequency sustantivo	/ˈfɹiːkwənsi/	frecuencia
auxiliary adjetivo	/ɔɡˈzɪl.(jə).ɹi/	auxiliar
olive sustantivo	/ˈɑ.lɪv/	aceituna, oliva
grammar sustantivo	/ˈɡɹæm.ə(ɹ)/	gramática
lemon sustantivo	/ˈlɛmən/	limón, citrón
disagree verbo	/dɪsəˈɡɹi/	no estar de acuerdo, desacordar
pause sustantivo	/pɔːz/	pausa
tense sustantivo	/tɛns/	tiempo
onion sustantivo	/ˈʌn.jən/	cebolla
vocabulary sustantivo	/vəˈkæb.jə.lə.ɹi/	vocabulario
digest verbo	/daɪˈd͡ʒɛst/	digerir
lobster sustantivo	/ˈlɑb.stɚ/	langosta, bogavante
beaver sustantivo	/ˈbivɚ/	castor

Phrasal verbs que vas a escuchar

Palabra	Significado
write down verbo	apuntar, anotar
break up verbo	separar, cisionar
figure out verbo	averiguar, captar
get up verbo	levantarse
go up verbo	subir
grow up verbo	crecer
leave out verbo	dejar de lado

Frases que vale la pena repetir

Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:

What we are going to learn?
Number two, what effect does caffeine have on us?
Did you ever eat out as a child?
Can you say any modals like can?
How do we make a question in simple present?

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

Estructura	En el vídeo
“Used to” used to + verbo — un hábito o estado pasado que ya no es cierto	used to buy
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora	you've already checked · you've read · haven't seen
Oraciones de relativo who / which + oración — información extra sobre una persona o cosa	digest, which is · someone who advises · something which was
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace	are based · is organized · is not mentioned

Pronunciación a tener en cuenta

El hablante usa 97 contracciones y formas reducidas, como don't, I'm, doesn't. Dilas en su forma corta, tal como las oyes.

Los sonidos de “sh” y “zh”: occasionally /əˈkeɪʒənəli/, brush /bɹʌʃ/, chef /ʃɛf/, vacation /veɪˈkeɪ.ʃən/, shell /ʃɛl/
Palabras largas — cuida el acento: continuous /kənˈtɪn.juː.əs/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, vocabulary /vəˈkæb.jə.lə.ɹi/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, occasionally /əˈkeɪʒənəli/

Sonidos difíciles para hispanohablantes:

s + consonante al inicio — sin añadir una “e” delante: steak /steɪk/, skill /skɪl/, stomach /ˈstʌmək/
/v/ — no es /b/: los dientes tocan el labio inferior: verb /vɝb/, olive /ˈɑ.lɪv/, vocabulary /vəˈkæb.jə.lə.ɹi/, beaver /ˈbivɚ/, vacation /veɪˈkeɪ.ʃən/
/z/ — sonora, no /s/: auxiliary /ɔɡˈzɪl.(jə).ɹi/, pause /pɔːz/, phrase /ˈfɹeɪ̯z/, nowadays /ˈnaʊ.ə.deɪz/, glucose /ˈɡluː.kəʊz/

Cómo practicar con este vídeo

Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
Grábate y compara con el original, prestando atención a palabras como verb, continuous, frequency.

¿Qué es la Técnica de Shadowing?

Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.

Técnica de shadowing: lee la guía completa paso a paso →

Shadowing Practice: سطح B2 قسمت 1 | دوره جامع زبان انگلیسی - Learn English Speaking with Video

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