Photocopiable activities

Overview themselves. Alternatively, you could set the main activity

for homework and then get Sts to do the Activation at
the start of the next class.
5A GRAMMAR past tenses: simple, continuous, perfect 2B COMMUNICATIVE How long have you been…? 1A VOCABULARY Food and cooking
Complete the story using the verbs in brackets in the past simple, past continuous, or past perfect.
Write the answers in the column on the right. OCCUPATION HOUSE

Where do you work or study? Do you live in a house or in a flat?

How long / work or study How long / live there?

•
there? What’s it like?
Do you enjoy your work or studies? Why (not)? Would you like to move somewhere else?

Make sure that Sts keep their worksheets and that they
What do you like most about your job or Where to? a pear grapes grilled salmon an aubergine
studies?

INTERESTS SPORT

Do you have a special hobby? Do you do any sport or exercise?

What is it? What is it?
How long / do it? How long / do it?

review any difficult areas regularly. Encourage them to go

Where do you do it? Who do you do it with?
prawns mussels peppers a pizza
Do you need any special equipment? How often do you do it?
Do you do it alone, or with other people? What do you like about it?

HOLIDAYS SOCIAL MEDIA

My car nightmare Is there a place you often go Are you on Facebook, Twitter,
to for a holiday? Instagram, Pinterest, or any

back to activities and cover and test themselves.

This story 1 (happen) to me one really hot summer
1
happened How long / go there? other kind of social media?
What’s special about this place? How long / use it (or them)? a cucumber roast lamb steamed rice raw meat
about five years ago. It’s probably the worst thing that’s
2 Who do you normally go there with? What do you like doing or sharing on social
ever happened to me while driving a car. I 2 (buy)
3
media?
my car the week before and I 3 (still feel) very excited
4
How much time do you spend on social media
about it. It 4 (not have) air conditioning, but that sites or apps?
5 5
(not matter) to me because it was my first ever car!
6 7
I6 (know) that my best friend Penny 7 (always GIVING TV
want) to visit a picturesque little village in the mountains
8
about 150 kilometres from where we live, so I 8 (call) Do you give money to a charity, Is there a TV (or online)
9 e.g. Unicef, Greenpeace, programme or series you
boiled eggs squid (to) eat out a peach
her and 9 (tell) her that I would take her there the
Oxfam…? regularly watch?
following day.
How long / help them? How long / watch it?
10 11
It 10 (be) a perfect, hot summer day. The sun 11 Have you ever done volunteer work? Did you What’s your favourite thing about it?
12
(shine) and the sky was blue. While I 12 (drive) and we enjoy it? Have you recommended it to any of your

Tips for using Communicative activities

13 13 14
(chat), I 14 (see) something out of the corner Would you consider volunteering for a charity? friends / family?
of my eye. It was a wasp which 15 (fly) into the car!
15 For what kind?
16
Penny and I both 16 (try) to kill the wasp, which then
17
(start) buzzing around inside the car. Suddenly
17 MEETING FRIENDS LEARNING tinned fruit frozen food (to) cut down on fried fish
18 19
the wasp 18 (disappear). Then I 19 (feel) a pain in
20 21 Is there a special place Are you learning anything new
my arm; the wasp 20 (sting) me! I forgot that I 21
(bar, restaurant) where you at the moment?
22
(drive), and…BANG! I 22 (crash) into the car in front of meet up with your friends? How long / learn it?
us. Nobody was hurt, but that was the end of our day out. How long / meet there? Why did you start learning it?
Where is it?

• Before using the worksheets in class, check for any

Do you enjoy it? Why (not)?
What’s special about it?
ACTIVATION
fresh vegetables raspberries (to) cut out cherries
Test your memory. Cover the column on the right and look at the story. Read the story aloud with the
verbs in the correct form.
15 39 62
English File fourth edition Teacher’s Guide Intermediate Photocopiable © Oxford University Press 2019 English File fourth edition Teacher’s Guide Intermediate Photocopiable © Oxford University Press 2019 English File fourth edition Teacher’s Guide Intermediate Photocopiable © Oxford University Press 2019

vocabulary that may be either new or difficult for your Sts.

• There is a Grammar activity for each main (A and B)
lesson of the Student’s Book. • We have suggested the ideal number of copies for each
activity. However, you can often manage with fewer, e.g.
• There is a Communicative activity for each main (A and
one worksheet per pair instead of one per student.
B) lesson of the Student’s Book.
• There is a Vocabulary activity for each section of the • When Sts are working in pairs, if possible get them to sit
face-to-face. This will encourage them to really talk to
Vocabulary Bank in the Student’s Book.
each other and also means they can’t see each other’s
• There is also an ‘introductory’ worksheet for each section. worksheet.
The photocopiable material is also available on the • If your class doesn’t divide into pairs or groups, take part
Teacher’s Resource Centre (TRC) and the Classroom yourself, get two Sts to share one role, or get one student
Presentation Tool (CPT), allowing you to display the to monitor, help, and correct.
worksheets on an interactive whiteboard or projector. This
will make it easier to set up and demonstrate the activities,
• If some Sts finish early, they can swap roles and do the
activity again, or you could get them to write some of the
and show answers.
sentences from the activity.
Using extra activities in mixed
Tips for using Vocabulary activities
ability classes
• These worksheets are intended to recycle and consolidate
Some teachers have classes with a very wide range of Sts’ understanding of the vocabulary in the Student’s Book
levels, and where some Sts finish Student’s Book activities Vocabulary Banks. As such, we suggest not using them
much more quickly than others. You could give these fast directly after doing these exercises. Instead, get Sts to do
finishers a photocopiable activity (Grammar, Vocabulary, or them in a subsequent lesson.
Communicative) while you help the slower Sts. Alternatively,
some teachers might want to give faster Sts extra oral • If Sts are having trouble with any of the activities, make
practice with a communicative activity while slower Sts sure they refer to the relevant Vocabulary Bank page.
consolidate their knowledge with an extra grammar activity. • You could ask Sts to check their answers by referring to
the relevant Student’s Book Vocabulary Bank.
Tips for using Grammar activities • All the activities are suitable for use in class. However, you
• Use the two Grammar Introduction worksheets as may wish to set some of the tasks for homework.
diagnostic tests for your class. • Most of the Vocabulary worksheets have an Activation
• The grammar activities are designed to give Sts extra task and this can be treated in a similar way to the
practice in the main grammar points from each lesson. Grammar ones.
How you use these activities depends on the needs of • Make sure that Sts keep their and that they review any
your Sts and the time available. They can be used in the difficult areas regularly. Encourage them to go back to
lesson if you think all of your class would benefit from the activities and cover and test themselves.
extra practice or you could set them as homework for
some or all of your Sts. Customisable worksheets
• Before using the worksheets in class, check for any There are customisable versions of some of the Grammar,
vocabulary that may be either new or difficult for your Sts. Communicative, and Vocabulary activities on the Teacher’s
• All of the activities start with a writing stage. If you use the Resource Centre. These allow you to adapt the material
activities in class, get Sts to work individually or in pairs. to make it more applicable and/or relevant to your Sts. For
Allow Sts to compare before checking answers. instance, you could:
• If Sts are having trouble with any of the activities, make • change some of the names to the names of Sts in
sure they refer to the relevant Grammar Bank in the your class.
Student’s Book. • change place names to ones that are more relevant
• All of the activities have an Activation section. Some of and/or familiar to your Sts.
them have a task that gets Sts to cover the sentences and • change items of grammar or vocabulary to focus on
test their memory. If you are using the activities in class, the needs and interests of your Sts and/or adapt the level
Sts can work in pairs and test their partner. If you set them of challenge.
for homework, encourage Sts to use this stage to test • reduce the number of items if you are short of time. 143

4036030 EF4e Int PCMs.indb 143 17/10/2018 14:16