ACTIVITIES PHOTOCOPIABLE RESOURCE BOOK
2 INTERMEDIATE / UPPER-INTERMEDIATE 30 photocopiable worksheets and 2 audio CDs (total duration 80 mins) for students of English
listening ACTIVITIES 2
listening
listening ACTIVITIES PHOTOCOPIABLE RESOURCE BOOK
by Olivia Johnston Olivia Johnston
listening ACTIVITIES • 2 provides excellent supplementary material for the English class or for the self-study learner. The tasks are enjoyable and entertaining, while creating genuine learning opportunities. The photocopiable worksheets:
• contain realistic and fun listening situations • provide a wide range of listening-based tasks and include general knowledge quizzes • are easy to use and require no lengthy lesson preparation. Answer sheets and tapescripts are provided at the back of the book.
Olivia Johnston
CD
• pre-teach the vocabulary essential to each activity and include follow-up writing activities
W IT H
• are designed to supplement the students’ main coursebook
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INTERMEDIATE UPPER-INTERMEDIATE
A U D IO
• can be selected for topics which fit into coursework, as they are not graded for difficulty
PHOTOCOPIABLE RESOURCE BOOK
• provide self-contained listening lessons based on an accompanying tape
listening ACTIVITIES PHOTOCOPIABLE RESOURCE BOOK
2 INTERMEDIATE
Olivia Johnston
Author: Olivia Johnston Editor: Francesca Pinagli Graphic design: S. Centeleghe Illustrations: A. M. Ricci
The pages of this book marked:
PHOTOCOPIABLE l is t e n i n g ACTIVITIES • 2 © ELI 2001 may be photocopied free of charge by the purchasing individual or institution. This permission does not extend to branches or additional schools of an institution. All other copying is subject to permission from the publisher. © 2001 - ELI s.r.l. P.O. Box 6 - Recanati - Italy Tel. +39/071/75 07 01 - Fax +39/071/97 78 51 E-mail: info@elionline.com www.elionline.com Printed in Italy - Tecnostampa - Loreto 01.83.212.0 ISBN 978-88-8148-737-0
SUMMARY
Introduction
4
Contents
6 Worksheet page
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
What are you doing today? The windsurfing lesson At the hairdresser’s Directions Rules Computers Models Shark attack The necklace The First Fun Quiz Travel plans Trouble at school Spell it! The date Cool cat or frightened rabbit? Food The robbery Earthquake in Belize Fun with numbers The Second Fun Quiz Things to do On the phone Questions Born lucky More fun with numbers Too bad! At the doctor’s Spell it! More questions The Third Fun Quiz
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
Tapescript page 38 38 38 39 39 40 40 41 41 41 42 42 43 43 43 44 44 45 45 46 46 46 47 47 48 48 49 49 49 50
Answers
51
Wordlist
55
INTRODUCTION Listening skills Listening is what students always find hardest. Unlike a written text, a listening text is generally met just once or twice. Students can’t go over and over it, trying to work out what has been said. It therefore gives students insight into being in a live communication situation. A listening text is realistic, with all the pleasure, challenge (and sometimes frustration) which that entails! Sadly, many coursebooks provide inadequate listening practice, preferring to focus on reading, writing and grammar.
Who are these worksheets for? These worksheets are designed as supplementary material for young teenage English language learners at intermediate level. They can be used to complement course materials in a number of very positive and valuable ways. As photocopiables, of course, they have a great built-in flexibility. This is not another textbook that the students have to carry around and be reminded of before each class. Nor are they expected to add it to the long list of books to be bought by their parents at the beginning of the school year. The photocopied pages are very convenient to handle: they can be easily distributed, used in class, then taken home as a record of the listening class.
Basic principles when using listening material Listening is difficult and we want to give students practice with as little frustration as possible. • Wherever possible, give students the chance to predict what they are going to be listening to. One way of doing this is to encourage them to read through the tasks (comprehension questions, chart-filling, note-taking, etc.) they will have to do, before they listen to the tape. By trying to guess the answers, they will work out, to some extent, what they are going to hear. The pictures on the page will also help them in their predictions. • If students do not understand one key word, they may misunderstand the whole listening text. That is why nearly all the worksheets begin with vocabulary exercises designed to revise or pre-teach essential vocabulary. If you feel when you are reading the tapescript, in preparation for the lesson, that a vocabulary exercise does not cover all the words that your students are going to have difficulty with, make a list of the problem words and pre-teach those additional words too. However, do 4
INTRODUCTION remember that when students practise listening, they are not supposed to be studying and memorising a particular new structure or vocabulary group. They do not need to understand every word of a listening text. In a listening class, the aim is for students to understand enough of what they hear to be able to do the tasks. This is how they will become more confident when they hear spoken English. But this won’t happen if we insist on them understanding every word of a listening text.
How to use the worksheets Each worksheet is self-contained and it is up to you to choose the order in which you use them. Although there is no systematic progression in language level, the first worksheets are the easiest. You may choose a worksheet because it covers a particular vocabulary area that your students need to revise, or you may choose one because it covers a grammar point they have just learnt. Or you may choose one because it will give them practice in a particular activity such as note-taking or taking phone messages. The contents list on page 6 gives a quick overview of the functions, topics and vocabulary areas, grammar and activities practised in each worksheet. Each worksheet will take between thirty and forty minutes to complete. However, on most worksheets, the last question is a writing exercise. This does not have to be done in class. If you are short of time, you can set this for homework, so reducing the actual listening component to fifteen or twenty minutes. Always read the tapescript or listen to the tape before the lesson. (The tapescripts are on pages 38 to 50.) It is important for you to know in advance of the lesson whether or not there are any key words that are not pre-taught on the worksheet and which your students may have difficulty with. Feel free to play the tape more than once, and, if you feel students are unable to keep up with a task as they listen, stop the tape where appropriate.
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CONTENTS Function/Topic/Vocabulary area Grammar 1 What are you doing today?
Activity
Writing a diary; freetime activities
Present continuous Complete a diary page; write with future reference a diary page; write a dialogue
Giving and carrying out instructions
Imperatives; adverbs of manner
Making and accepting suggestions; describing hairstyles: shoulder-length, highlights, wavy
Adjectives; Identify a picture; write a suggestions with description think … would, would you like, might, shall I
Giving and following directions. Landmarks: roundabout, bridge, square, etc.
Imperatives
Identify directions; write directions
Giving rules
Can/can’t; must/ have to/mustn’t/ don’t have to
Choose the correct word in list of rules; write rules
Computer words: CD-ROM; mouse, printer, log on, crash etc.
Simple present
Label a picture; write short answers; complete sentences about computers
Talking about ambitions
Present perfect; simple past
Correct mistakes on a form; correct false sentences; write short answers
News story about an emergency
Passive: simple past
Complete a report; put verbs in correct form; re-order sentences; write a letter
A ghost story
Simple past
Put verbs in correct form; reorder events in correct sequence; complete sentences
General knowledge: Who was … written/directed by?
Passive: simple present and simple past
Join halves of questions; match answers and questions; write quiz questions
Getting ready for a trip: alarm clock, luggage, traveller’s cheques, etc.
Present perfect with just and not yet
Identify specific information in a dialogue; write sentences in the present perfect; write a short dialogue
Talking about rules; earring, nose stud, lip stud, etc.
Want / tell / expect … Label a picture; extract information from radio to … interviews; match sentence halves; write a conversation
page 8 2 The windsurfing lesson
Match instructions to pictures; describe a lesson
page 9 3 At the hairdresser’s page 10 4 Directions page 11 5 Rules page 12 6 Computers page 13 7 Models page 14 8 Shark attack page 15 9 The necklace page 16 10 The First Fun Quiz page 17 11 Travel plans page 18 12 Trouble at school page 19 13 Spell it!
Identify correctly-spelt words from their context; write sentences using them
Words that sound the same but are spelt differently
page 20 14 The date
Describing an evening out
Reported statements
Extract information from dialogues; complete sentences; rewrite sentences in indirect form
Second conditional
Guess the ending of questions; complete a questionnaire; write questions for a questionnaire
page 21 15 Cool cat or Questionnaire about frightening frightened rabbit? situations page 22
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CONTENTS 16 Food
Function/Topic/Vocabulary area Grammar
Activity
Talking about eating habits; explaining how to make dishes; baked potato and beans, cereal, etc.
Label pictures; translate food words; complete a chart; answer questions; write a talk on food
Simple present; impersonal you
page 23 17 The robbery
Describing people: beard, moustache, pony tail, etc; describing a crime
Identify mistakes in a picture; write sentences in indirect form
page 24 18 Earthquake in Belize
News report about a disaster
Simple past; past continuous; relative clauses
page 25 19 Fun with numbers
Numbers and maths: square root, half, quarter, etc.
Correct mistakes in newspaper headlines; complete sentences with relative pronouns; re-tell events in letter form Identify maths symbols and sums; do a numbers dictation
page 26 20 The Second Fun Quiz
General knowledge
Question forms
Listen to quiz questions; choose the correct answer; check answers; write quiz questions
Giving orders
Could you / Can you / I told you to; phrasal verbs
Extract specific information from a dialogue; complete phrases with particles; write a conversation
Understanding information over the phone
Question forms
Match phone calls and pictures; answer questions; complete a table
Asking questions
Reported questions
Complete questions; write indirect questions, write a conversation
Talking about life events
Simple past
Reorder a sequence of events; write a letter describing a lottery win
page 27 21 Things to do page 28 22 On the phone page 29 23 Questions page 30 24 Born lucky page 31 25 More fun with numbers
Complete sentences and sums; do a numbers dictation
Numbers, maths, quantity words: century, couple, dozen, etc.
page 32 26 Too bad!
Describing a bad holiday
Too + adjective; simple past
Extract information from dialogue, describe a bad holiday
Illness and injury
Imperatives
Label pictures, put words in groups, complete a chart, write a dialogue: patient/doctor
page 33 27 At the doctor’s page 34 28 Spell it!
Identify correctly-spelt words from their context; write sentences using them
Words that sound the same but are spelt differently
page 35 29 More questions
Asking questions
Reported questions
Complete questions; write indirect questions, write a conversation in direct then indirect speech
General knowledge
Question forms
Listen to quiz questions; choose the correct answer; check answers; write quiz questions
page 36 30 The Third Fun Quiz page 37
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1 1.
WHAT ARE YOU DOING TODAY? Label the pictures with the words in the box.
ice skating bowling tidying a room jogging
A C D
B
2.
Read Laura’s diary. With a partner, try to guess the missing words but don’t write them in. Then listen to the phone conversation and complete the diary.
9th Saturday Morning
I’m tidying my Mum with some She’s
Afternoon Evening
. Then . a dinner party. e skating. Sandra’s kids ic e. Lizzie and Vicki jogging with me.
10th Sunday hie Morning Sop Afternoon Sylvia and I Evening We’re 11th Monday Morning
to the cinema. itt film. the new Brad P in the
BORING! I’m y. bookshop all da
Afternoon Ben Evening
e’re me up at five. W .
3.
Write a diary for yourself for Saturday and Sunday. Put in four definite plans (not work and study). Leave some free time.
4.
Write an 8-line dialogue. Arrange to do something with a friend.
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THE WINDSURFING LESSON 1.
Put the dialogue in the correct order. Number the sentences 1 to 5. Then listen to Part 1 and check your answers. A B C D E
2.
Thanks. And ... er, would you mind giving me a short lesson? I can’t. But I’d like to try it. It’s not as easy as it looks. Anyway, I’ll help you pull the board into the water. Can I borrow your windsurfer, Suzie? I’ll be very careful with it. Sure. I didn’t know you could windsurf, Martin.
Listen to Part 2 and write T (True) or F (False) next to each sentence. 1 2 3 4 5
3.
Suzie thinks windsurfing is very easy for everyone the first time. Martin thinks he’s going to learn fast. Martin finds it easy to pull up the sail. Martin falls in. Suzie says she can’t spend any more time teaching him.
Listen to Part 2 again and complete Suzie’s instructions. the board and kneel on it. stand up slowly. moving along the board. pull up the sail. .
1 2 3 4 5
4.
A
5.
2
Now You Now Lean
Match the instructions in Exercise 3 with the pictures of Martin’s lesson.
B
C
D
E
Imagine you are Martin. Write a postcard describing your first time windsurfing. Write as fully as you can. Start like this:
Dear … , Yesterday Suzie gave me a windsurfing lesson. First I had to … . Then I had to … . After that she made me…
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3 1.
AT THE HAIRDRESSER’S Before you listen, label the pictures with these words:
straight shoulder-length highlights wavy a fringe a side parting
A B
F C
2.
Listen and write T (True) or F (False) next to each sentence. 1 2 3 4 5
3.
E
D
Sophie wants to make the colour of her hair darker. The hairdresser thinks she shouldn’t change the colour of her hair. Sophie isn’t sure how short to have her hair. The hairdresser thinks she should have it very short like a boy. The hairdresser thinks she should have a fringe.
Listen again and look at the pictures below. Write B (Before) next to the one which shows Sophie before she goes to the hairdresser. Write A (After) next to the one which shows Sophie afterwards.
A
4.
B
Describe your ideal hairstyle in four sentences. Start like this: I’d like to have ... .
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C
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DIRECTIONS 1.
Label the pictures with the words in the box.
A
B
C
D
E
F
2.
3.
roundabout traffic lights T-junction bridge crossroads underground station square
G
Listen to the directions and match them with the pictures. Write the correct number in each box.
A
B
C
D
E
F
Write a note for an English friend giving directions from the train or bus station to your home. Start like this:
Dear … , This is the best way to get to my house/flat from the …
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5 1.
RULES Label the pictures with the words in the box.
A
B
C
D
2.
2 3 4
4.
E
clothes fishing food football
5 6 7 8
going out music noise rooms
9 10 11 12
school rules smoking telephones trains
Listen again and choose the correct word for each rule. 1
You can
2
You mustn’t don’t have to use drawing pins.
3
You can
4
You have to
5
You must
6
You mustn’t don’t have to play loud music after 10 p.m.
7
Mobile phones are
8
You mustn’t don’t have to use your mobile in the dining room.
9
You can
must also use the pay phones in your block.
10
You can
can’t invite friends to your rooms.
11
Friends have to
12
You can
can’t stay out after 10 p.m.
13
You can
must go on excursions after school.
can’t put posters on the walls. can’t eat meals in your room. can bring drinks into your room. can use your personal stereo. aren’t allowed at this school.
can leave before 10 p.m.
Write a list of rules: three for your parents, three for your teachers, and three for your brothers/sisters/friends. Example:
12
F
Listen and tick ( ) the things you hear about. 1
3.
mobile phonecard personal stereo stamps drawing pins stationery
Rules for my parents
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You have to knock before you come into my room. You can’t smoke in my room.
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COMPUTERS 1.
Label the pictures with the words in the box.
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CD-ROM floppy disk mouse printer screen
B
C A E D
2.
Listen to Terry talking about his computer and write short answers to the questions. 1 2 3 4 5 6 7
3.
Where is Terry’s computer? How often does he use it? What was his geography project about last week? What did his teachers use to complain about? How fast can Terry type? What does Terry use a floppy disk for? What’s the longest he spends playing computer games?
Complete the sentences with the words in the box. 1 2 3
4 5 6 7 8 9 10
I to the Internet to check my e-mail. If I need to do any research for homework, I usually the net. You just click your and a website appears on your . I found a great with lots of useful information. I’ve also got a brilliant encylopedia on . It has good photos which I sometimes copy and . I have a that checks my spelling. One thing I hate about computers is that they sometimes . You have to your work regularly. I sometimes get sore eyes if I look at the for too long.
CD-ROM crash log on mouse print program save screen screen surf website
4.
Listen again and check your answers.
5.
What do you like and dislike about computers? Write six sentences. PHOTOCOPIABLE
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7 1.
MODELS Listen to Part 1 and correct the mistakes on Tara’s model agency form.
Name: Tara Flight Age: 15 Experience: She has been modelling for 3 years. She has done 12 modelling jobs so far. Height: 1 metre 78 Weight: 68 kilos Dress size: 12 Top pay: £418 for two hours on Karina jeans advertisement Ambition: To be a dancer
2.
Listen to Part 2 and write T (True) or F (False) next to each sentence. Correct the false sentences. 1 2 3 4
5 6 7 8 9 10 11
3.
Listen to Part 3 and write short answers to the questions. 1 2
3 4 5 6 7
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Elliot Walker is 16. He has already left school. He has worked as a model since he was eight. His first job was modelling T-shirts and jeans for a children’s catalogue. He got paid £25 an hour for his first job. His mother spent most of his first earnings on herself. He has saved about £6,000 so far. His model agency is called Boys Club. They usually phone him about once a month. Elliot never misses school to do modelling jobs. His ambition is to be a professional football player.
How long has Josie been a model? What did she have to do to enter the Teen Dream modelling competition? How many people were invited to the finals? What was her prize for winning? What’s her current pay? What doesn’t she like about modelling? What is Josie’s ambition? PHOTOCOPIABLE
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SHARK ATTACK 1.
Complete the news report with the words in the box. Then listen to Part 1 and check your answers.
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attacked dolphins holiday shark shore tourist
A British on in Madagascar was recovering in hospital yesterday after a attack. Nineteen-year-old Malcolm Green was swimming about fifty metres from the when he was by a shark. Miraculously, Malcolm’s life was saved by . 2.
Put the verbs in brackets into the passive form of the Simple past. A B C D E F G H I J K L M
He was driven (drive) to a hospital. He (give) a blood transfusion. He (move) to a jeep. He (rescue) by motor boat. He (surround) by dolphins. He (take) to the shore. He thought he was going to die. His screams (hear) by his friends. Malcolm Green went swimming. Malcolm started screaming. Suddenly, he (bite) by a shark. Tourists (tell) to swim close to the shore. They frightened the shark away.
1
3.
Listen to Part 2 and put the sentences in Exercise 2 in the correct order. Number them 1 to 13.
4.
Write a letter from Malcolm to a friend describing the shark attack. Use verbs and phrases from Exercises 1 and 3. PHOTOCOPIABLE
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