208330085 oxford worksheets pdf by staraisha

Oxford University Press ELT

Activity Worksheets

1 Dear Educator, Thank you for participating in our survey! To show our appreciation, here are 15 reproducible worksheets that can be used in any course. The worksheets have been chosen for a variety of levels, language focus, and activity types. Also, where possible, both American and British English options are given. This material has been excerpted from our best-selling adult titles: Smart Choice, American Headway / New Headway, and American English File / New English File. Each worksheet also comes with its accompanying instructions and answer key. For more free activities and information about each of these series, please visit: http://elt.oup.com/teachers/smartchoice http://elt.oup.com/teachers/headway http://elt.oup.com/teachers/americanheadway2e http://elt.oup.com/teachers/americanenglishfile http://elt.oup.com/teachers/englishfile

Thank you again for your time and participation.

Sincerely,

ELT Market Research Team Oxford University Press

Contents Worksheet Guess who?

Find the differences

A visitor!

Language Focus Present continuous third-person; yes/no questions Present continuous questions and statements Questions and answers with can

Snakes and ladders

Articles

Bakerâ&#x20AC;&#x2122;s dozen

Have to

Whatâ&#x20AC;&#x2122;s the phrase?

A game of past, present, future

The birthday present

Verbs and nouns that go together, e.g., make a complaint Questions formation with Present Simple, Past Simple and going to and question words Past Simple and Continuous

Freud painting tops Tate Gallery card sales

Relative clauses

Did it really happen to you?

Narrative tenses

Describing game

Vocabulary

Wishes Guess the sentence Grammar auction Revision

Wish + past simple, would, or past perfect Clauses of contrast and purpose Third-person pronouns with be General revision

Time

Activity

Source

25-35 minutes

Guessing game

Smart Choice Starter

30-40 minutes

Picture cards Smart Choice 1

30-40 minutes 25-30 minutes 35-45 minutes

Gap-fill Board game Crossword

20-35 minutes

Phrase cards

25-40 minutes

Three in a row

25-40 minutes 20-30 minutes 25-35 minutes 25-35 minutes

American Headway 2

New Headway Pre-Intermediate

Picture story Reading/Gapfill Question prompts

American English File 4

Picture game

30-40 minutes

Two-page activity

30-40 minutes

Pair work activity

30-40 minutes

Grammar game

40-45 minutes

Question prompts

New English File UpperIntermediate

Unit 7 Worksheet 1

Smart Choice Starter Second Edition

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Guess who?

Aim To guess a mystery person Language focus The present continuous third-person yes/no questions Lesson link Use after Language Practice (p. 47) Materials One worksheet per student Customize your worksheet by: •

Changing the names of the people. You can include the names of people the students will know.

•

Changing the activities the people are doing and the clothing that they are wearing.

•

Including any additional vocabulary that your students have learned.

Set-up (5 minutes) Divide the students into groups of four. Give a handout to each student. Write on the board: Ms. Green Now: dancing writer pants T-shirt boots

Ms. Brown Now: dancing writer pants shirt boots

Tell the class that you are thinking of one of these people. Have the students ask you yes/no questions to guess the person. For example: Q A Q A Q A

Is she dancing? Yes, she is. Is she wearing a T-shirt? No, she isn’t. She’s wearing a shirt. Is she Ms. Brown? That’s right!

Procedure (20 minutes) Have the students choose one person from the chart. They must not say who it is. Students ask questions to find out the other students’ secret person. A correct answer wins one point. The student with the most points wins. Have the students take turns asking questions. Extension (10 minutes) Divide the students into new groups of four. Have the students describe what their former partners are wearing. The others try to guess the classmate.

UNIT 7 • W ORKSHEET 1

SMART CHOICE STARTER SECOND EDITION

GUESS WHO?

Guess who? Ms. Hall

Ms. Fernandez

Ms. Christie

Ms. Elliot

Ms. Reno

Now: watching TV

Now: dancing

businesswoman jeans shirt boots

writer pants T-shirt boots

Now: listening to music

Ms. Kobayashi

Ms. Lee

Ms. Jones

Ms. Sella

Ms. Di Matteo

Now: watching TV

Now: listening to music

Now: dancing

Now: watching TV

Now: dancing

student pants T-shirt sneakers

writer jeans sweater boots

businesswoman shorts T-shirt sneakers

teacher jeans T-shirt boots

teacher shorts shirt sneakers

businesswoman shorts sweater sneakers

writer pants shirt boots

teacher shorts sweater sneakers

Ms. Keegan

Ms. Wong

Ms. Green

Ms. Smith

Ms. Suzuki

Now: dancing

Now: watching TV

Now: dancing

Now: watching TV

businesswoman pants shirt boots

writer jeans sweater sneakers

Now: listening to music

teacher shorts T-shirt sneakers

businesswoman pants shirt boots

Ms. Black

Ms. Brown

Ms. Goode

Ms. White

Ms. Kim

Now: watching TV

Now: dancing

Now: watching TV

retired jeans T-shirt sneakers

teacher pants shirt boots

Now: listening to music

writer shorts shirt sneakers

businesswoman pants sweater boots

Is she listening to music?

Is she wearing boots?

Is she Ms. Green?

student jeans T-shirt sneakers Yes, she is. She’s listening to music. No, she isn’t. She isn’t wearing boots.

That’s right! She’s Ms. Green. OK. Your turn.

writer pants sweater boots

Unit 5 Worksheet 2

Smart Choice Level 1 Second Edition

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Find the differences

Aims To find the differences between two pictures Language focus Present continuous questions and statements Lesson link Use at the end of the unit Materials One pair of cards per pair of students; one student gets Picture A and the other gets Picture B Set-up (5 minutes) On the board draw a stick picture of a person with a ball at his feet. Write the name Simon under the picture. Ask one student what Simon is doing. Elicit “Simon is playing soccer.” Erase the ball and ask what he is doing now. Elicit “Simon is walking” or “Simon is going for a walk.” Procedure (25 minutes) Divide the students into pairs. Give each pair a set of pictures, A and B. Have the students ask each other two questions about what the people in the pictures are doing. Have each pair of students find six things about the pictures that are different. If necessary, help them by writing an example on the board: A: What is Ali doing in your picture? B: Ali is reading a fashion magazine. A: Oh! In my picture, Ali is reading a sports magazine. When they have found six differences, have them take turns making sentences to describe the differences: In Picture A, Joe is eating cake; but in Picture B, he is eating ice cream. Extension (10 minutes) Divide the students into groups of four. Have Students B, C, and D in each group perform a different action. Student A says what each person is doing. Then have Student A turn around. One of the other students performs a different action. The other two perform the same action. Student A turns around and tries to find the student performing the different action. Student A then reports what the new action is.

UNIT 5 • W ORKSHEET 2

SMART CHOICE LEVEL 1 SECOND EDITION

FIND THE DIFFERENCES

A Kelly

Yukiko

Miranda

Ricardo

Joe Jeff Ali

------------------------------------------------------------------------------------------------- -----------------------------------------------------

B Kelly

Yukiko

Miranda Joe Jeff

Ali

Ricardo

Unit 9 Worksheet 2

Smart Choice Level 1 Second Edition

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

A visitor!

Aim To have a conversation about things we can do in town Language focus Where can I ___?; You can ___ at ___. Lesson link Use at the end of the unit Materials One story sheet per student Customize your worksheet by: •

Replacing the pictures with pictures of students, teachers, or celebrities.

•

Changing the dialogue to include different activities, places, and interests.

Set-up (10 minutes) Give one story sheet to each student. Give the students a minute or two to look the sheet over. Have one student come to the front of the class with their story sheet. Say to the student, “I am Tiffany. Let’s read together.” Perform the first five lines of the dialogue; read the Visitor lines and have the student read the You lines. Then say to the student, “Now, you are Ross.” Repeat the Set-up, this time reading the You lines while the student reads the Visitor lines. Procedure (20 minutes) Divide the students into pairs. Have one student play the role of Tiffany. Ask them to perform the dialogue together. The student playing the role of Tiffany imagines what type of questions she would ask. Have the students repeat the dialogue twice, with the student who played Tiffany going on to play one other role. Then have the students change places and perform the dialogue two more times. Extension (10 minutes) Have the students perform the dialogue two more times, with the students asking real-life questions based on their own preferences and interests. When they finish, have them switch roles. If time allows, students can report to the class what their partners wanted to eat, see, buy, and do.

UNIT 9 • W ORKSHEET 2

SMART CHOICE LEVEL 1 SECOND EDITION

A VISITOR!

A Visitor This Weekend!

Who is your visitor?

Tiffany

Ross

You

Welcome to ________________________! How are you?

Visitor

Good, thanks. But I’m really hungry! Where can I get something to eat?

You

You can go to ______________________________________________.

Visitor

OK. Also, I want to go shopping. Where can I buy ___________________?

You

Why don’t you go to ________________________________________?

Visitor

Thanks. Oh, and where can I __________________________________?

You

____________________________________________________.

Visitor

What else can I see and do here?

You

_________________________________________________________.

Visitor

Wow! Everything sounds really fun! Thanks!

You

You’re welcome!

Grandma

*$)

Snakes and ladders

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Gi\$XZk`m`kp , d`elk\j

Explain that students are going to play a game of snakes and ladders to practice the grammar and vocabulary from Unit 4. Brainstorm quickly all the things they studied in the unit. Ask them what they found easy and what they found difficult.

Make sure students are familiar with the language they need to play the game, e.g., roll the die, move the marker, it’s your/my turn, go up the ladder, go down the snake.

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Jb`ccj

GifZ\[li\ )' d`elk\j

Divide students into pairs or groups of three and give each group a copy of the board game, some markers, and a die. (If you have a large class, ask each group to choose a student as referee and give a copy of the answers to him/her.)

Look at the board game with the class. Explain that there are three types of questions: say the missing word (e.g., 2, 4, 6), correct the sentence (with Correct it!), and choose the correct answer (e.g., 5, 12, 16).

Tell students to put their markers on the Start square. They take turns rolling the die, moving their markers, and doing the tasks on the squares they land on. If the answer is correct, the player can roll again. If the answer is not correct, the player’s turn ends. (The referee does not say the correct answer in case another player lands on the square.)

If a player lands on a square with a ladder, he/she moves to the top of the ladder, but only if he/she answers the question at the bottom correctly. If a player lands on a snake’s head, he/she moves to the bottom of the snake and waits until his/her next turn before rolling again. Go around the room to check that students are playing correctly, and to act as referee if necessary.

The first student in each group to reach the Finish square wins the game.

Jg\Xb`e^

C\jjfe c`eb Lj\ X]k\i Le`k +# J9 g% **

DXk\i`Xcj Fe\ Zfgp f] k_\ nfibj_\\k ]fi \XZ_ îflg f] k_i\\ kf ]fli jkl[\ekj% <XZ_ îflg n`cc e\\[ X [`\ Xe[ dXib\ij% Fgk`feXc1 fe\ Zfgp f] k_\ Xejn\ij j_fne fe g% ), ]fi \XZ_ îflg f] jkl[\ekj%

)+ Le`k +%* % JeXb\j Xe[ cX[[\ij

K\XZ_\iËj efk\j

8d\i`ZXe ?\X[nXp ) I\jfliZ\ 9ffb *(

She’s very popular. a of stamps

I need some shaving cream / liquid. )(

How people came?

Correct it!

Athens is capital of Greece.

))

We have the dinner at 8 P.M.

I have a cold. I need to buy some diapers / tissues.

I need more time.

Correct it!

You buy olive oil in a supermarket / drugstore.

He speaks a English.

I booked tickets on Internet.

a of milk

a of toothpaste

()

My father’s policeman.

Did you get nice for your birthday?

You put a card in a package / an envelope.

FINISH

I’m bored. There’s good on television. (0

((

Correct it!

She has a lot friends. )'

I’ve done my homeworks.

likes her. *'

Correct it!

How much it costs?

I don’t have money, just a couple of dollars.

a of toilet paper (

)

Correct it!

What beautiful day!

START a of bread

bookstore / library

~ 8ejn\ij )% *% +% ,% -% .%

cfX] k_\ i`Z_\jk X Yffbjkfi\ dlZ_ X e\n ZXi

/% 0% ((% ()% (+% (,%

ifcc b\pj Xepn_\i\ jfd\ Xe \em\cfg\ c`kkc\ [f\j `k Zfjk

Fo]fi[ Le`m\ij`kp Gi\jj G_fkfZfg`XYc\

(-% (.% (/% (0% )'% )(%

jlg\idXib\k ZXikfe Xepk_`e^ k`jjl\j _Xm\ [`ee\i dXep

))% )+% ),% )-% ).% )/%

X cfk f] efk_`e^ k_\ klY\ X gfc`Z\dXe k_\

)0% *(% *)% *+%

Zi\Xd Yffb <m\ipYf[p& <m\ipfe\ _fd\nfib

Le`k +%* % JeXb\j Xe[ cX[[\ij ),

.$'

Baker’s dozen

8`d Kf [\]`e\ afYj kf Zfdgc\k\ X Zifjjnfi[ glqqc\

CXe^lX^\ ^Wl[ je AfY mfZXYlcXip

Jb`ccj Jg\Xb`e^

C\jjfe c`eb Lj\ X]k\i Le`k /# J9 g% ,0

DXk\i`Xcj Fe\ Zfgp f] k_\ nfibj_\\k Zlk `e _Xc] ]fi \XZ_ gX`i f] jkl[\ekj

Gi\$XZk`m`kp , d`elk\j s Play a job guessing game with the class. Describe a job for students to guess, e.g., This person has to work outside all day. He/ She takes care of animals (farmer).

s Ask individual students to describe a job for the class to guess. s Sketch a crossword puzzle on the board and elicit the word crossword. Use the puzzle to elicit the words across and down.

s Check that students are able to use language for taking turns correctly, e.g., You start. Should I start? It’s my/your turn. Whose turn is it?

GifZ\[li\ *' d`elk\j s Explain that students are going to work in pairs to complete a job crossword puzzle. Students are going to take turns giving definitions to their partners. Explain the significance of the activity title (a baker’s dozen means thirteen). (This was the way bakers supplied bread in the past. They always added an extra loaf because there were big fines to pay if they were found to be supplying bread under an agreed weight.) Tell students that the activity is called Baker’s dozen because there is a thirteenth secret job. The aim is to complete the other jobs to find out what it is. The letters making up the thirteenth job are in the shaded boxes.

s Divide students into pairs. Give Students A crossword A, and Students B crossword B. Tell them not to show each other their crosswords.

s Allow students time to prepare their definitions. Encourage students to define their jobs as clearly as possible to help their partners complete the blanks. Go around the room helping with vocabulary as necessary. You may want to pair Students A and Students B during this preparation stage.

s Students work in pairs to complete the crossword and then try to figure out the mystery job (hairdresser).

s Review the answers as a class.

<ok\ej`fe (' d`elk\j s Play Twenty questions with the class. Think of a job, e.g., dentist. Students can ask you a maximum of 20 questions to try to guess the job, e.g., Do you work inside? Do you earn a lot of money? Do you have to wear a uniform? You can answer only Yes or No.

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K\XZ_\iËj efk\j

8d\i`ZXe ?\X[nXp ) I\jfliZ\ 9ffb :ifjjnfi[ 8 1

C L D 9 3

< I 4

J F C ; @ K @ : < 8 9 I

G F C 7

E L I J

Mystery job:

K 8 O

8 E

< 11

= 8 I D < I

; I

M < I

~ :ifjjnfi[ 9 1

; F : K F I

D < 4

: ? 8 E @ : 7

; <

E K @ J

8 I : ? ? < 11 =

8 I K @ J < : K

Mystery job:

Fo]fi[ Le`m\ij`kp Gi\jj G_fkfZfg`XYc\

K Le`k /%( % 9Xb\iËj [fq\e +,

'&$(

What’s the phrase?

8`d Kf [\jZi`Y\ m\iY&efle g_iXj\j ]fi fk_\i jkl[\ekj kf ^l\jj

Gi\$XZk`m`kp , d`elk\j

Ask a student to come to the front of the class and sit with his/her back to the board. Tell the class that you are going to write a verb/noun phrase on the board and they are going to describe it to help the student guess the phrase. They can do this by explaining the phrase or giving an example in context, but they shouldn’t say the phrase.

Write tell a lie on the board and invite students to call out an explanation, e.g., If you say something that is not true, you do this.

When the student has guessed both the verb and noun correctly, invite another student to sit with his/her back to the board and write another phrase on the board, e.g., miss the bus. Students might elicit this by giving an example in context, e.g., Sorry I’m late, but I … .

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Jb`ccj Jg\Xb`e^ Xe[ C`jk\e`e^

C\jjfe c`eb Lj\ X]k\i Le`k ('# J9 g% ..

DXk\i`Xcj Fe\ Zfgp f] k_\ nfibj_\\k Zlk lg ]fi \XZ_ ^iflg f] k_i\\ kf ]`m\ jkl[\ekj

GifZ\[li\ (, d`elk\j

Explain that students are going to play the same game in groups, to review the verb/noun phrases that they studied on Student Book page 77.

Divide students into groups of three to five. Give each group a set of cards, placed in a pile facedown on the table.

In their groups, students take turns picking a card and describing the verb/noun phrase. The first student in the group to guess the phrase correctly wins the card. Go around the room checking that students are playing correctly, and helping them with their definitions if necessary.

Play continues until all the cards have been described. The student with the most cards in each group wins the game.

<ok\ej`fe (' d`elk\j

Dictate the following sentences to the class or write them on the board: Are you good at keeping secrets? Is it ever necessary to tell a lie? When? Have you ever lost any money? Do you keep a diary? What’s the best present you’ve ever received?

-' Le`k ('%) % N_XkËj k_\ g_iXj\6

Students discuss the questions in pairs.

K\XZ_\iËj efk\j

8d\i`ZXe ?\X[nXp ) I\jfliZ\ 9ffb

make a complaint

carry an umbrella

give someone a ride

do your homework

give advice

make a phone call

tell a lie

give someone a present

carry a briefcase

keep a diary

tell a story

keep the peace

miss the bus

lose weight

miss the target

wear a watch

discover gold

lose the game

keep a secret

discover a cure

lose your way

Â&#x; Fo]fi[ Le`m\ij`kp Gi\jj G_fkfZfg`XYc\

Le`k ('%) % N_XkĂ&#x2039;j k_\ g_iXj\6 -(

Headway New

TEACHER’S NOTES

Unit 1 A game of past, present, future AIM To practise asking and answering questions about the present, past, and future

LANGUAGE

Pre-Intermediate

FOURTH EDITION

Pre-activity (5 minutes)

t t

Questions formation with Present Simple, Past Simple and going to and question words

SKILLS Speaking

MATERIALS One copy of the worksheet for each group of four students

HOW TO CUSTOMIZE You can change this worksheet on computer or by hand, using the customizable version. Here are some ideas: Change the questions to make them relevant to the members of your class.

SB p7

Write Where? on the board. Elicit more question words from the class, and write them on the board as a list. Write short answers to the questions in a jumbled order. For example: Where? What? Why? When? Who? How? How many? How much?

Because I was tired. By car. Two weeks. A lot. Two A bicycle. My mum. Last week.

How long?

Barcelona

As a whole-class activity, students match the questions with the answers.

Procedure (20 minutes)

t t

Students work in pairs. Hand out one copy of the worksheet to groups of four students – two sets of pairs. Students are going to play the game Three in a row, where they ask and answer three present, past, or future questions from adjacent prompts on a game board. The aim is for each pair of students to ask and answer three questions correctly, each with a follow-up question and answer, e.g. Where / go / last summer? A Where did you go on holiday last summer? B I went to Italy. A Who did you go with? B I went with my family. The questions for each round must be next to each other – vertically, horizontally, or diagonally. The other pair judge whether the questions and answers are correct. For each question the pair ask and answer correctly, Pair A draws a cross (x), Pair B draws a circle (o) next to that question on the game board. If either pair gets three questions correct in a row, they ‘win’ those questions and can cross them out – the other pair may now not use these crossed out questions. What / like about living in your home town?

t t t

Where / do / homework?

Who / live with?

The game is over when there are no questions left to ask. The winning pair is the one who has the most points (so the most sets of ‘three in a row’). Go around listening, checking that students are using question forms correctly. Make a note of any common errors. When everybody has finished, have a class feedback session. Write up common errors on the board, and ask students to correct them.

Extension (15 minutes)

Ask pairs to choose three questions from the game and write out dialogues for each of these. The dialogues should include three or four questions. Photocopiable Teacher’s notes © Oxford University Press 2012

Headway New

Unit 1 A game of past, present, future

SB p7

Pre-Intermediate

FOURTH EDITION

THREE IN A ROW Married?

What / like about living in your hometown?

Where / do / homework?

Who / live with?

What type / mobile / have?

Why / chose / to study English?

Who / favourite teacher / secondary school?

How many friends / have on Facebook?

What / the last ﬁlm / see?

Where / go / last summer?

Where / go holiday?

What / get / last birthday?

Where / born?

Which part / English / ﬁnd most difﬁcult?

How/ learn new vocabulary?

What / do / next weekend?

Know how / use chopsticks?

Where / buy / shoes?

What / favourite meal?

Use / Twitter?

Can / play / instrument?

How much water / drink every day?

How many texts / send a day?

Which / favourite room / your house?

When / learn / read?

How often / use / Internet?

In your class whose hair / longest?

How often / send emails?

Where / parents / from?

What / average salary / your country?

How often / make mistakes / English?

How often / chat / friends online?

How old / grandfather?

What / have in common with / mother?

How many languages / teacher speak?

Where / meet your best friend?

Photocopiable Worksheets © Oxford University Press 2012

Unit 3 The birthday present AIM To put a picture story in order, then retell the story

LANGUAGE Past Simple and Continuous (Extension: adverbs.)

SKILLS Speaking and Writing

MATERIALS One copy of the cut up worksheet for each pair of students

HOW TO CUSTOMIZE You can change this worksheet on computer or by hand, using the customizable version. Here are some ideas: Replace the pictures, either drawn by hand, or from another source. Invite your students to draw their own pictures.

ANSWERS Suggested order: c, f, i, a, e, l, b, d, k, h, j, g A married couple was window-shopping in a fashionable shopping mall when the woman saw a beautiful hat that she really liked in a designer shop. It was her birthday the following day, so her husband decided to buy her the hat. He also bought them tickets to the theatre to see a popular show. His wife was very happy when she received her birthday presents: the beautiful hat and the theatre tickets. They were having dinner at home when the man realized they were late for the theatre. They arrived at the theatre just in time to catch the start of the show – they barely had time to check in their clothes at the cloakroom. They sat comfortably and watched the show. Afterwards, the man quickly checked out their clothes from the cloakroom, but the cloakroom attendant didn’t give him the beautiful new hat! His wife was really upset, and she cried while her husband was having an argument with the cloakroom attendant.

Headway New

TEACHER’S NOTES

SB p23

Pre-Intermediate

FOURTH EDITION

Pre-activity (5 minutes)

t t

Ask students what the most expensive thing they ever bought in a shop was. Ask them if they bought it for themselves or as a present. Ask them how they felt about buying it, and if they still have the object.

Procedure (20 minutes)

t t t t t t t t t t

Explain that students are going to put some pictures from a story about a birthday present into the correct order and then retell the story. Write The birthday present on the board. Pre-teach/check the following key vocabulary: window-shopping designer shop gift box queue box office cloakroom cloakroom attendant Divide the students into pairs and give each pair a jumbled set of picture cards. Ask students to look at the pictures first and make a list of all the adjectives they could use to describe the objects, the people, or the people’s feelings in the pictures. Tell students that the letters a–l do not give the correct order. Ask students to try and put the pictures into the correct order. Ask them as a class to say which they think is the first picture (c). Explain that they need to talk in detail about what happens in the story. Allow up to 10–12 minutes for them to do this. Go around helping students where necessary. Encourage them to add adverbs, and use both the Past Simple and Past Continuous forms. Ask students to work with another pair. Each pair should retell their story. The pairs can then discuss/debate any similarities or differences between their stories. The teacher should choose a pair who have the correct story and ask them to retell it to the whole class. If there are any interesting variations on the story, you may like to elicit those as well.

Extension (15 minutes)

t t t

Brainstorm some adverbs students could use to describe the events in the story. In pairs, students write down the story of The birthday present in their notebook. This could be done as a dictation. Encourage students to use adverbs and add details to make their stories more interesting. Go around helping with vocabulary as necessary.

They waited until everyone had taken their clothes, but they still couldn’t ﬁnd the new hat. The man tried to comfort his wife. The same evening, the man took his wife back to the designer shop just before it was closing. He bought her another hat. When they got home, they realized the birthday present was still on the table – they hadn’t taken the new hat to the theatre after all! Photocopiable Teacher’s notes © Oxford University Press 2012

Headway New

Unit 3 The birthday present

SB p23

Pre-Intermediate

FOURTH EDITION

Photocopiable Worksheets ÂŠ Oxford University Press 2012

American English File 4

7C relative clauses _________________________________________ a 2 whose 3 who 4 whose 5 whose 6 whom 7 which 8 that / which 9 who 10 which b 2 The man who / that I was talking to is a coworker of mine. / The man to whom I was talking is a coworker of mine. 3 She looks sick, which is a bit worrying. 4 He’s the famous politician whose wife left him last week.

small groups SS are dealt cards with prompts for anecdotes. They plan what they are going to say, inventing details if they haven’t had the experiences. Copy and cut up one set of cards per group of three. LANGUAGE Narrative tenses: simple past, past

continuous, past perfect (simple and continuous) x Put SS in groups of three, and give each group a set of cards, face down. The cards are then dealt out between them, and each student looks at his / her cards. Now set a time limit, e.g., two minutes, for SS to plan what they are going to say. Stress that if they have had the experience, to tell the truth, if not, to invent the details. Help SS with the vocabulary they need if necessary. Extra support SS may want to make notes on their cards to help them tell their anecdotes.

This house, which was built in 1734, is one of the oldest houses in the village. / This house, which is one of the oldest houses in the village, was built in 1734.

The relative pronoun can be left out in sentence 1 and the first possibility of 2 (i.e., with the preposition at the end of the clause).

x Suggest that each student starts with I’m going to tell you about a time when … Then SS take turns telling their first anecdote. After each person has spoken, the other two decide if the anecdote is true or not. Monitor, help, and correct any misuses of narrative tenses. x If there is time, let each student tell three anecdotes. Elicit responses to find out who was able to convince the group of a story that wasn’t true. Non-cut alternative Make one copy per pair. Put SS into pairs and give them a few moments to read through the cards. Tell SS to each choose two anecdotes to tell each other. Give them a few minutes to plan what they are going to say. They then alternate telling anecdotes. Encourage SS to ask for more information where appropriate.

American English File 4

SS define words / phrases for other SS to guess. Copy and cut up one set of cards per pair or small group. VOCABULARY Crime and punishment, weather, phrases

with take x Put SS in pairs or small groups. Give each group a set of cards facedown or in an envelope. x Demonstrate the activity by choosing a different word from one of the two Vocabulary Banks, and describe it to the class until someone says the word, e.g., It’s a noun. It’s a person who steals things from other people’s houses = burglar. Highlight that SS are not allowed to use the word on the card in their definition.

x SS play the game, taking turns to take a card and describe the word or phrase. The person who is describing can’t let his / her partner see what’s on the card. Tell SS to wait until the person has finished his / her description before trying to guess the word. Extra idea You could get SS to play this in groups as a competitive game. The person who correctly guesses the word first keeps the card. The player with the most cards at the end is the winner. Non-cut alternative Put SS in pairs. Copy one sheet per pair and cut it down the middle. SS take turns describing the words to their partner until he / she guesses the word.

7 C

American English File 4 Teacher’s Book Photocopiable © Oxford University Press 2009

Grammar relative clauses

a Complete the article with which, who, whose, that, or whom.

Freud painting tops Tate Gallery card sales

A painting by the artist Lucian Freud is now the

painted with an intensity that is often shocking

best-selling postcard at the Tate Britain gallery in London.

and disturbing.

The sales of Freud’s Girl with White Dog have now

Although he works in a ﬁgurative style, Freud’s

overtaken the previous best-selling work of art,

work cannot be categorized easily. His importance,

which

was Ophelia, by John Everett Millais. Lucian

Freud, 2

had been recognized for a long time in

Britain, turned into a super-celebrity status after a

grandfather Sigmund Freud is known

as the father of psychoanalysis, was born

retrospective exhibition 8

in Berlin. The family moved to England

was held in Washington, D.C. in 1987.

in the 1930s, when his father, 3

Robert Hughes, 9

was an architect, decided to escape the

art critic for TIME magazine, described

threat of Hitler’s Germany.

Freud as “the greatest living realist

Lucian Freud, 4

was the

painter.”

paintings

Even more fame came later,

sell for large sums of money, is regarded as one of the world’s most gifted

when a portrait by Freud sold for

ﬁgurative artists. He tends to concentrate

$33.6 million at an auction in 2008.

on portraits, 5

The painting, 10

subjects are

is a 1995

often friends or even relatives. These

portrait of a woman named Sue Tilly,

non-professional models, many of

broke the record for a work sold by

a living artist.

remain anonymous, are Self portrait by Lucian Freud

b Link the sentences using a relative pronoun. In which ones do you not need to use a relative pronoun? 1 That’s the book. I told you about it. That’s the book that / which I told you about .

4 He’s a famous politician. His wife left him last week. He’s the

2 I was talking to a man. He is a coworker of mine.

The man .

5 This house was built in 1734. It is one of the oldest houses in the village. This house,

3 She looks sick. It’s a little worrying.

She looks .

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Communicative Did it really happen to you?

A time you met (or were very close to) a celebrity N Where were you? Who were you with? What had you been doing?

N Who was the celebrity? What was he / she doing there? What did he / she look like?

N Did you talk to him / her at all? What about?

N Did he / she seem different in any way in real life?

A time when your parents were very angry with you about something N How old were you? What had you been doing? Who with?

N How did your parents ﬁnd out? N Did they punish you? How?

A time when you read something in your horoscope and it came true

A time when you overslept and missed something important

N Where did you read it? What did

N What were you supposed to be

it say?

N How much later did it come true? What exactly happened?

N Had anything like this ever happened before?

N Do you still read your horoscope regularly?

doing?

N Had you gone to bed very late the night before? Why?

N Had you set an alarm clock? N How late did you wake up? What did you do?

N What happened in the end?

An important exam or test you failed

A time when you lost something important

N When did you take it? N What kind of exam / test was it? N Had you studied before you

N What was it? When? N What had you been doing when

took it?

N How did you feel on the day of the exam / test?

N Were a lot of people taking it at the same time as you?

N How did you ﬁnd out that you had

you realized you had lost it?

N How did you ﬁnd out you’d lost it? How did you feel?

N What action did you take? N Did you ever ﬁnd it again? N Did losing it cause you any problems?

failed? Were you surprised?

A time when you had a really great birthday N N N N

How old were you? Where were you? Who was celebrating with you? Why was the birthday so great? How did it end?

A time you won something N What was it? N When? Where? How old were you?

N Were you expecting to win? N How did you feel when you realized you’d won?

A family vacation you didn’t enjoy N Where / When was it? Who went?

N Had you been there before? N What did you do there? N Why didn’t you enjoy it?

N Did you celebrate? What did you do?

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1 3

Vocabulary Describing A game

a burglar

a judge

a vandal

a hurricane

a jury

shoplifting

scorching

a storm

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a blizzard

a ﬂood

to kidnap

a slippery road

a ﬁne

a pickpocket

lightning

a drought

to sweat

sunburned

to shiver

to take a risk

to take care of

to take it easy

foggy

below zero

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7 A

7 C

Wishes

A pairwork activity SS write about their wishes into a chart. They then swap charts with a partner and ask each other to explain the information. This is a two-page activity. Copy an A and a B page for each pair. LANGUAGE

wish + past simple, would, or past perfect

Put SS in pairs, A and B, and give each student their corresponding sheet. Focus on a and the instructions for the circles. Point out that they each have different instructions for what to write. Make it clear too that SS should just write words in the circles, not sentences with wish, e.g. in A’s circle 1 he / she should write: to play the piano – not I wish I had learned to play the piano. Give SS ﬁve minutes to write answers in at least seven circles. When they have ﬁnished, focus on b and c, and tell them to fold their sheet in half (or tear off the instructions). Now get SS to swap circles. Demonstrate the activity by taking a copy from one student and asking him / her: Why did you write…? and elicit: Because I wish… Ask follow-up questions too to continue the conversation. SS now do the activity in pairs. Tell SS that they can ask about the information in any order. Monitor and help where necessary, correcting any errors SS make using wish.

7 B

A class grammar game SS revise the main grammar points of the book by playing a game where, in pairs, they have to bid to try to ‘buy’ correct sentences. Copy one sheet per pair. LANGUAGE

A pairwork activity SS practise using linkers of contrast and purpose by trying to guess the missing part of their partner’s sentences. Copy one sheet per pair and cut into A and B. Clauses of contrast and purpose: even though…, despite…, so as to …, etc.

Put SS in pairs, A and B, and give out the sheets. Demonstrate the activity. Write these two sentences as large as possible on two pieces of paper. I’m going to the supermarket to buy some eggs because I want to make a cake. We enjoyed our holiday, even though the weather was bad. Then write them on the board with the underlined phrases gapped, and get the class to suggest which words could complete the gaps. Tell them that they have to guess your sentence, i.e. what you have written on a piece of paper. If they guess wrongly, say: Try again. When they get the right one say: That’s right, and show them the piece of paper. L Focus on the activity and tell SS that half of their sentences have gaps and that where A has a gapped sentence B has the completed sentence and vice versa. The aim of the activity is for SS to try and guess the missing phrases. They should continue trying until they say the exact phrase their partner has in his / her completed sentence. Highlight that there are often several possibilities, but that SS have to try to say the same sentence that their partner has. Their partner should help and prompt as necessary. L Give SS a few minutes to read their sentences and try to think of possible phrases to fill their gaps. L Student A begins by trying to guess the missing phrase in his / her first sentence. Emphasize that when SS make their guesses they should say the whole sentence. If it is wrong, B says: Try again until A gets the right phrase, which he / she writes it in the gap. L Now B tries to guess his / her first phrase, and they continue alternately. L Find out which phrases SS found hard to guess. 196

General revision

Put SS in pairs. Give each pair the list of 21 sentences. Elicit what an auction is = a public sale where things are sold to the person who offers most money. Explain that SS have 1,000 euros (or dollars, depending on which currency they are most familiar with). They have a list of sentences, some of which are correct and some incorrect. They have to bid to ‘buy’ as many correct sentences as they can. Bids start at 50, the next bid is 100, then 150, etc. SS must record on their sheet how much they have spent on a sentence, in order to calculate how much money they have left. The pair which buys the most correct sentences is the winner. Start with the first sentence and invite bids. Make the activity more fun by using typical language of an auctioneer, e.g. How much am I offered for this fantastic sentence? 50 euros, 100? Do I hear 150? Going, going, gone to Marc and Andrea for 150 euros. When you have ‘sold’ all the sentences, go through each one eliciting whether it is correct or not and what the mistake is. Then find out who bought the most correct sentences. 1 2 Her name’s Marta, isn’t it? 3 4 She has beautiful long dark hair. 5 6 She’s a wonderful student and she works hard. 7 The missing man is thought to be from Manchester. 8 9 10 I would have enjoyed the film more if it hadn’t had subtitles.

Guess the sentence

LANGUAGE

Grammar Auction

L L

11 He can’t have seen you or he would’ve said hello. 12 It looks as if it’s going to rain. 13 We’d better go now. 14 15 16 17 I need to buy some new furniture for my living room. 18 19 I wish I had more free time! 20 21

Revision

Questions to revise vocabulary, verb forms, and tenses SS ask each other questions about the main vocabulary areas from New English File Upper-intermediate using a range of tenses and verb forms from Files 1–7. This could be used as a ﬁnal ‘pre-test’ revision. Alternatively it could be used as an oral exam. Copy and cut up one set of cards per pair. LANGUAGE L

Grammar and vocabulary of the book

SS work in pairs. Give each pair a set of cards. Set a time limit, e.g. ten minutes. SS take turns to take a card and talk to their partner about the topic on the card, using the prompts. Encourage SS to ask follow-up questions. Monitor, help, and correct.

Communicative Wishes A

A a Write something in at least seven of your circles. In circle 1, write something you wish you had learned to do when you were younger. In circle 2, write something annoying you wish someone in your family wouldn’t do. In circle 3, write something you wish you hadn’t bought recently. In circle 4, write something you wish you could change about your personality. In circle 5, write the name of a famous person you wish you could meet. In circle 6, write the name of a language you wish you could speak. In circle 7, write somewhere you wish you could go on holiday, but probably won’t be able to. In circle 8, write something you wish you had more of. In circle 9, write an activity you wish you didn’t have to do in your English class. In circle 10, write the name of a ﬁlm you wish you had seen at the cinema (not on DVD).

b Give your sheet to B. He / She will ask you to explain what you have written. c Ask B to explain what he / she has written. FOLD

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Communicative Wishes B

B a Write something in at least seven of your circles. In circle 1, write something you wish you could do more often. In circle 2, write something in modern life you wish hadn’t been invented or discovered. In circle 3, write an activity you wish you could be better at. In circle 4, write the name of a person you wish you saw more often. In circle 5, write something you wish you could eat / drink less of. In circle 6, write the name of a singer / pop group you wish you had seen in concert. In circle 7, write something you wish people wouldn’t do in the cinema. In circle 8, write something you wish they would do to improve your town / city. In circle 9, write something you wish you had done when you were younger. In circle 10, write a name you wish your parents had called you.

b Give your sheet to A. He / She will ask you to explain what you have written. c Ask A to explain what he / she has written.

FOLD

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Communicative Guess the sentence

B A 1

Even though

, he isn’t very generous.

Despite going on a diet, he’s still a bit overweight.

Despite the fact that he’s

I felt so stressed that I went to a spa for a massage.

You should turn off your TV and DVD player at night so as to

In spite of the fact that he doesn’t speak English, he still found a good job.

I’m going to work late tonight so that

I’m saving to buy a new car. The one I have now is ten years old.

Cats make great pets although personally

, he’s had two accidents this year.

tomorrow.

She took a taxi so as to be on time for her ﬁrst day at work.

My sister’s gone to New York for

You need to go to the UK for a month so that you can practise your English.

I’m

My mum looks as if she’s in her forties even though she’s in her sixties.

with an American company.

in spite of knowing that it’s safer than driving.

B 1

Even though he’s rich, he isn’t very generous.

Despite

Despite the fact that he’s a very good driver, he’s had two accidents this year.

I felt so stressed that I went to a spa for

You should turn off your TV and DVD player at night so as to save electricity.

In spite of the fact that he

I’m going to work late tonight so that I can leave early tomorrow.

I’m saving to

Cats make great pets although personally I prefer dogs.

, he’s still a bit overweight.

, he still found a good job.

. The one I have now is ten years old.

She took a taxi so as to

My sister’s gone to New York for an interview with an American company.

You need to go to the UK for a month so that you

I’m terriﬁed of ﬂying in spite of knowing that it’s safer than driving.

My mum looks as if she’s in her forties even though

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for her ﬁrst day at work.

7 C

Communicative Grammar Auction

Grammar Auction

Sentences

Price

1 Can you tell me what the time is? 2 Her name’s Marta, isn’t she? 3 How long have you been having driving lessons? 4 She has long beautiful dark hair. 5 The accident happened because the driver had been drinking. 6 She’s a wonderful student and she works hardly. 7 The missing man is thought that he is from Manchester. 8 This time tomorrow we’ll have ﬁnished all our exams. 9 Are you going to tell them when they’re having dinner? 10 I would have enjoyed the ﬁlm more if it wouldn’t have had subtitles. 11 He mustn’t have seen you or he would have said hello. 12 It looks like if it’s going to rain. 13 It’s getting late. We’d better to go now. 14 I’m not used to getting up so early. 15 He insisted on paying for the meal. 16 She’s going to hospital to visit her husband. 17 I need to buy some new furnitures for my living room. 18 You can have either the chocolate or vanilla ice cream. Not both. 19 I wish I would have more free time! 20 Despite the rain they went for a long walk. 21 Isn’t that the woman you work with?

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7 1

Communicative Revision

Personalities

Your style

Tell your partner about…

Do you dress up often or do you tend to wear casual clothes?

N somebody you know who is quite vain N somebody you know who is always very cheerful N somebody you know who is extremely stubborn N somebody you know who is often bad-tempered N somebody you know who is very wise

Do you prefer wearing plain or patterned clothes?

Your town

Do you consider yourself to be quite trendy? What are your three favourite items of clothing? Where do you tend to buy most of your clothes? Why?

Your health

In which part of your town / city do you live? (in the centre, on the outskirts, etc.)

Tell your partner about a time when you or someone you know well…

What do you like best / least about your neighbourhood?

N needed stitches N fainted N had food poisoning N had very bad ﬂu N had an allergic reaction to something N had to spend some time in hospital

Are there any famous landmarks or sights in your town? Are there any problems with…? a homeless people b pollution

c crime

If you had to choose one adjective to describe your town / city, what would it be? Are you happy living there or would you like to move?

Music

The media

When and where do you normally listen to music?

How up to date are you with what’s going on in the world?

What kind of music do you listen to?

Where do you usually get the news from?

Did your parents listen to a lot of music when you were growing up? What kind?

Do you think news reporting in your country is objective or biased?

Is your taste in music similar in any way to your parents’?

What’s the biggest story in the news at the moment?

Do you tend to have friends who share your musical tastes?

What kind of reviews do you usually read? Do you take any notice of them?

If you could be a world-class musician, what exactly would you choose to be?

Feelings

The weather

Tell your partner about a time you felt…

Tell your partner about…

N really disappointed about something N a bit homesick N over the moon about some news N furious with someone in your family N scared stiff before you had to do something

N the kind of weather you enjoy N the kind of weather you hate N the most extreme weather you have ever experienced N a holiday or trip that was a disaster because of the weather

Crime and punishment

10 Advertising

What are the most common crimes in your town / city?

Talk about…

Have you or someone you know ever been the victim of a crime?

N an advert (or TV commercial) you love N an advert which really irritates you N a brand that has a memorable logo or slogan N an advert which made you buy something

What would you do to reduce crime? Have you or someone you know ever been on a jury? Which of these do you enjoy? a reading detective novels b watching TV crime series

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