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Intermediate ResourceBook Teacher's MattCastle MarkUribe LizandJohnSoars OXTORD UNTVERSITY PR.ES$ Introduction This Teacher'sResourceBook containsthirty-one photocopiableactivitiesand further ideasfor you to usewith NewHeadwayIntermediate,third edition It is a new component for the Headway seriesand hasbeenwritten with two aims in mind: to give teachersadditional material that revises and extendsthe work in the Studentt Book to give studentslots ofextra speakingpractice! Studentsat intermediatelevel needlots of vocabularyand grammar input Controlled skills work is also important to developtheir reading, writing,listening, and speaking.But at the same time, it is alsoessentialthat they are given opportunities to'get active'and actuallyusetheir English in meaningfirl and relevant contexts The activitiesin this book are designedto help your studentsdo this They encouragestudentsto talk about themselves,compareopinions and views about the world, and practisethe kind of situations they are likely to encounterin real life In addition, everyactivity involvesan elementof team work Studentswork togetherto shareor check information, and agreeoutcomesor solutions.In other words, everyactivity encouragespurposefrrl interaction where studentsneedto speakand listen to eachother Through role plays,languagegames,questionnaires, and information-gap activities,studentsare also giventhe chanceto build their confidenceand introduce a more personaldimensien to their learning Howto usethephotocopiable activities Eachactivity startswith the following information: Aim The main focus of the activity language Thegrammar/functionexploited Skills Speaking,Reading,Writing, and/or Listening leson link Suggestionfor when to usethe worksheet Materials Notes for preparation of worksheet Pre-activity Theseactivitiesact asa warm-up beforestudents carry out the main activity.They act to remind studentsof the necessarylanguageneededand to setthe context.They are optional, particularly if following straight on from the lessonin the Student'sBook Procedure This sectionhasstep-by-stepinstructions for carrying out the main activity Each main activity takesbetweenfifteen and thirty minutes and is suitablefor most classsizes.(There are additional notesfor larger classes.)For eachactivity there is a photocopiableworksheet.Someof the worksheets needto be cut up beforehanding out to students Extension After eachmain activiry there is a suggestionfor an eftension activity.Theseare generallywriting activitieswhich build on the languageor topics coveredin the main activity Where this is the case, they can be assignedfor homework Contents t.l Chatshow t.2 Niceto meetyou! t.t Thesoundof murder! 2:, Howhappyareyou? 2.2 Ledstalk sport! 3.t Aesoplfable 3.2Art andliteraturecrosword 3.3Radioarts 4.1 Houseshare/scontract 4,2Callmyculturalbluff 4.3In myopinion 5.1Gettingreadyto go 5.2Holidaypartners r 5.3Roundtheworldin a hundred days! 6.t OurfriendBen 6.2 All aboutme 6.3 Buyinga house 7.1 cet thatjob! 7.2 snapt 7.1 tak aboutyourself 8J Futurescope 8.2 Strongadjectivescrosword 9.1 out ofcontext 9.2 whodunnit? 9.3 Ar" yourightfor thejob? l0.l An ordinarylife? for personalities andsuitability Discussing a varietyof jobs lifestory Creating animaginary I0,2Compoundnouncompetition il.1 Kidnapped! a press cor Roteptaying lt.2 It'seasy,isn'tit? Matching t2.t Thebuggedconversation a radiorepor Preparing between conversation 12.2 rmreally sorry! wherean Roleplaying situations isrequired (5minutes) Pre-activity Tointroduce a guestona chatshow Questions Fluency practice Ask studentsto imagine they are going to interview a famous person.Brainstormquestionsthey would askhim/her,e.g Whereareyou from? Wen did you start acting?Wo inspired you to start writing? What areyour plansfor thisyear?etc (20minutes) Procedure UseafterUnit1,SBp8&9 Explain that studentsare chat show hostsand that they have invited another student to appearon their show.First they are going to interview the studentto find out somebackground information.Then they aregoingto introducehim/her to the audienceon their chat show Onecopyof theworksheet cutin halfper oairof students Divide studentsinto pairs and give eachstudent a copy of the worksheet.Givestudentstime to think of the questionsthey would needto askto completethe interviewcard Speaking Studentsintervieweachother and note the answerson the interviewcard.Go aroundlistening,helpingand correcting asnecessary When everybodyis ready,group two pairs togetherto make groupsof four students.Studentstakeit in turns to be the chat showhost and introducetheir partnerto the audience(the other pair in the group) usingthe notesthey havemade.Go around listening,noting down any common errors to go over at the end (5minutes) Extension Displayall the interview cardson the classroomwall Allow studentstime to read them and find out about eachother NewHeadway Intermediate Resource Book Birthday F a m ily Job Language spoken Hobbies and interests Likes Placesvisited A memorable eventin your past Somethingyou'd reallyliketo Somethingyou plan to soon Name Birthday F a m ily Jo b Language spoken Hobbiesand interests Likes Dislikes Placesvisited A memorableeventin your past Somethingyou'd reallyliketo you planto soon Something Pre-activity (10minutes) o Write the following jumbled conversationthe board: Steffi: o - Frank Justover five years.How about you? We met on holiday in Africa Steffi: h - Frank Hi, areyou Frank?I'm Steffi Nice to meetyou How you knowAnnie? ' Steffi: Frank: Any*ay, nice to meet you, Frank Nice to meetyou, too , Steffi: Frank: How interesting! Yes,and we'vestayedin touch eversince Steffi: e^ Frankr We'recolleagues Actually,she'smy boss Oh, really?Aow long haveyou known her? Explain that Steffiand Frank are at Annie'sparty.Ask students,in pairs,to put the conversationin the correct order.Then checkthe order with the class(b, e, a, d, c) Ask studentsto look at the conversationand find phrasesthat Steffiand Frank useto keepthe conversationgoing,e.g.How aboutyou?How interesting!Oh, really? Work though the dialoguewith the classdrilling stressand intonation.Then askstudents,in pairs,to practisethe dialogue (20minutes) Procedure o Explain that studentsareat a party with peoplethey havenever met before.The host is their friend, Mikhail Pellman,who is a famous film director.He hasinvited all his friends from around the world to help him celebratewinning an Oscarfor his latest fim, Streets.Studentsare going to talk to eachother at the party and try to keepeachconversationgoing for asaslong aspossible Divide studentsinto groupsof four to six and give eachstudent a different role card.Give studentstime to checkany items of vocabularyand to memorizethe information on the card o In their groups,studentsmingle and haveconversationswith everybodyat the party Go around listening,helping asnecessary and noting any common errors to go over at the end Havea classfeedbacksession.Ask studentsto tell you what they found about eachother and how successfulthey were at keeping their conversationsgoing (15 Extension minutes) Ask students,on their own, to write down (and if necessary develop)a conversationthey had at the party, using phrasesto keepthe conversationgoing Go around helping asnecessary NewHeadway Intermediate Resource Book Lionel/Lynn Glive/Claire Age: Birthplace: Nationality: Lives: Status: Age: Birthplace: Nationality: Lives: Status: Profession: Profession: Philadelphia NewYork Single(butyouhavea girlfriend/boyfriend) Filmeditor You'veknownMikhailfor nearlythirty years!Youwentto filmschooltogether and you'veworkedtogetheron several filmoroductions LosAngeles Single Youwerethe leadingactorin Mikhail's film,Sfreefs.Thiswasthe firsttimeyou've workedtogether.In fact,this is the firstfilm you'veeverdone! Mario/Maria George/Georgia Age: Birthplace: Nationality: Lives: Status: Profession: Age: Birthplace: Nationality: Lives: Status: Profession: Paris Married 32 Marriedwithone son YoubecamefriendswithMikhaileightyears agoafteryouinterviewed himfor your newspaper Youbothlovegoodfoodand wineso there'salwaysa lotto talkabout! You'reMikhail'spersonaldoctor: Youtravel withhimeverywhere becausehe needs closemedicalattention.Nextweekyou're bothgoingto Moscowto starta newfilm It'syourfirsttimethere! P6ter/Petra Julian/Julia Age: Birthplace: Nationality: Lives: Status: Age: Birthplace: Nationality: Lives: Status: Profession: 21 Taiwanese HongKong Student Profession: Mikhailcameto workwithyouwhenhe left filmschool.Thatwasthirtyyearsago!You didn'tworkwitheachotherfor longbut you'vealwaysstayedin touch You'rebestfriendswithMikhail's daughter You'venevermet him beforethis party,but he stillpaidfor yourflight.He'sso generous! Prc-activity(10minutes) o Brainstorm life eventswith the classand write them on the board, e.g passu)Ams,leaveschool.get a job, get married,havea baby,etc o Ask students,in small groups,to put the life eventson the board in a logical order Havea classfeedbacksession Proctdure(30minutes) Explain that studentsare going to createa life story about a woman calledJaneHarris starting from the day sheleft school r Divide studentsinto pairs and give eachpair a set of cardsplaced facedown on the table.Ask studentsto spreadout their cardsso that the back of eachcard can be seen Ask studentsto choosetwelvecardsand to write the numbers I to on the back,discardingthe other cards Explain that the cardsdescribeeight eventsin JaneHarris'life and that the order students numbered them is the order they occurred in her life Ask students to turn the cards over in order to seethe eventsand to check any items of vocabulary o Students,in their pairs,create|ane'slife story using the events, adding more details for each event to help the story flow logically Remind them that they cannot changethe order of any of the events.Go around listening, helping with vocabulary asnecessary E:rplain that students are now going to work in pairs to prepare to talk about Jane'slife They don't haveto write down her life story but can make notesif necessaryto help them remember When everybody is ready,reorganisestudents so that they are eachworking with a new partner Students compare the lives they havecreated.Remind studentsto usetime expressions(while, after, until, etc.) to makethe story flow more smoothly o Have a clals feedbacksession.Ask individual studentsto tell you their partner'saccountof fane'slife Who createdthe most interesting life story? Ertension(10minutes) Ask students,in their original pairs,to write fane'slife story Go aroundhelpingasnecessary Intermediate Resource Book NewHeadway Pre-activity (10minutes) Tomatchcardsto makecomDound nouns Compound nouns Write the following words on the board: alarm, rush,coffee,lunch, evening,night, sweet,clock,hour, break,time, meal,out, dreams Ask students,in pairs,to makesix compoundnounsand then order them to form a logicalsequence throughouta normal day (alarm clock,rushhour,coffeebreak,lunchtime,eveningmeal,night out,sweetdreams) Speaking (20minutes) Procedure Explainthat studentsaregoingto play Pelmanismwherethey matchword cardsto makecompoundnouns UseafterUnft10,SBp84 Divide studentsinto pairs.GiveStudentsA a setof A word cards (in two groups),and StudentsB a setof B word cards(in two groups),placedfacedown on the table.Ask studentsto spread out their cards,keepingtheir tvvogroupsseparate, so that each cardcanbe seen Onecopyof theworksheet cutupinto perpairof students: cards A andB.Keep the cardsfor eachstudentseDarate anddivide eachstudent's intotwoSroups; cards Sroup I withthe,4(orI ) ontheleftof thecard, andgroup2 withthe/ (orI ) ontheright GiveStudentsA the answersheetfor StudentB, and giveStudents B the answersheetfor StudentA Tellstudentsnot to showeach other their answersheets Studentstaketurns to turn over a card from eachoftheir group of cards.If the cardsmakea compoundnoun, the studentinventsa sentence with that compoundnoun.The otherstudentchecksthe compoundnoun is correctby lookingat the answersheet Studentsremovetheir cardsaftereachcorrectanswerand continue to play until the cardsthey turn over don't makea compoundnoun Go aroundlistening,helpingand correcting asnecessary The first studentto correctlymatch and removeall their compoundnounswins (15 Extension minutes) Compound Ask students,in pairs,to write a story (100words)includingsix of the compoundnounsfrom the worksheet.Go aroundhelping asnecessary Intermediate Resource Book NewHeadway smoked film salmon director dining room football pitch book case detective story cheque business fire trip work sun chocolate wine NewHeadway Intermediate Resource Book maternity conditioning Answersfor StudentA's cards Answersfor StudentB's cards s mok ed s a l m o n f ilm dir e c t o r dining r o o m pitch foot ball book c as e det ec t iv e story tr av eller's cheque bus ines s t r i p fir ewor k s uns et c hoc olat e cake w ine bo t t l e teaspoon snowstorm word procsssor food poisoning mobile phone life story maternity leave air conditioning traffic iam travel agent backache bank account (5minutes) Pre-activity Toroleptaya pressconference questions lndirect Ask students,in small groups,to think about the type of stories which make the front pageof newspapers,both broadsheetsand tabloids.Ask studentsto make a list of recentfront pagestories for eachtype of newspaper.Havea classfeedbacksession (40minutes) Procedure Explain that the king/queenwaskidnapped recentlybut is now safelyback at the palace.He/Sheis going to give a press conferenceand the studentsarejournalistswho aregoingto interviewhim/her UseafterUnit11, SBp86&87 Divide the classinto groupsof about six students.Appoint the strongeststudentin eachgroup asthe king/queen,the others arejournalists Onecopyof the worksheet cut in halfper groupof sixstudmts Give a copy of the pressreleaseto the journalists.Give studentstime to readit and to checkany items of vocabulary, and to preparea list of about ten indirect questionsto askin order to get the full story Meanwhilegive eachking/queena copy of the frrll story.Tell them not to show it to the journalists.Ask them to read the story in preparation for answeringthe questions.(You may like to pair kings/queens during this readingphase.)Go around helpingas necessary When everyoneis ready,askeachking/queento sit facing his/her group of journalists.Telljournaliststo askasmany questionsas they can to get the story.Tell the kings/queensonly to answer indirect questionsand to make up detailsif necessary Go around listening,helpingand correctingasnecessary Stopthe pressconferenceafterten minutes,or when most of the questionshavebeenasked.The journalists,on their own or in pairs,now write the story asa newspaperarticle.Seta strict fifteen-minute deadline.Meanwhile,the kings/queens,in pairs, write up the story asan interview to be printed in a magazine, includingthe questionsfrom their pressconferences Go around helping with vocabularyasnecessary Display all the newspaperarticlesand interviewson the classroomwall Allow studentstime to read eachother'swork and decideon the bestinterviewand bestarticle (10minute$ Extension Studentsswaplists of indirect questionswith studentsfrom other groupsand re-wordthem asdirect questions.Go around helping and correctingasnecessary NewHeadway lntermediate Resource Book Pressreleasefor the journalists c o Kidnapped! \J C Th e ki ng /queen, whilst on a v is it a b ro a d , wa s k id n a p p e d A w ee k l ater, his/her majesty t u rn e d u p a t f o u r o ' c lo c k in t h e Q m or n in g , at the mayor's hous e in a lo c a l v illa g e He / S h e wa s \ - / we a r in g j eans and a T-shirt a n d wa s c o v e re d in d irt His / He r good m aje sty was in spirits a n d h e a lt h , f ro m, a p a rt ther n \ - / str a n g e ly, badly-scratched k n e e s o o C o t< Full story for the king/queen While you were overseas on an oflicial chatted to the guards, played chess with visit, you were kidnapped by terrorists them, and generally relaxed It was nice not to have to act like the head of a royal The kidnap happened while you were family for a while eating in your favourite restaurant, the Royal Piazza, which is owned by your After a week, however, you began to feel brother Several of the waiters suddenly bored and decided it was time to escape took out guns and told your bodyguards to You remembered from your childhood that lie on the floor The 'waiters' then there was a secret exit from the cellar So blindfolded you and took you away by car that evening, you told the terrorists you wanted to go down to the cellar to see if When the terrorists finally took off your there was any interesting wine stored blindfold you nearly started laughing when there The terrorists thought this was a you saw where you were You recognized good idea and, becausethey thought there the inside of the building - it was the very \ /as no way out of the cellar, they let you same old castle that you used to play in go alone After a while, you found the when you were a child! The castle still secret tunnel, and closing the door quietly belongs to your family, but nobody knows behind you, you started down the tunnel It was very small and often you had to crawl During time in the castle, the along on your hands and knees You got terrorists were very nice to you, and you very dirty! Finally though, you escapedand were given plenty of food and freedom made your way to the next village and The terrorists did not want anything bad went to the mayor's house (all the mayors to happen to you because they knew it in the country were cousins, nephews or would be very bad publicity for them if nieces of anything went wrong So you lived in the surprised to see you, and didn't recognize castle like, well, a king or queen! You you at first becauseyou were so dirty your your family) He was very Prc-activity(10minutes) Ask students,in pairs, to write five sentencesof different tenses When everybody is ready,ask students to swap sentenceswith another pair to supply the questiontag for each.Go around helping and correctingasnecessary (20minutes) Procedurc o Explain that students are going to play Pelmanismwith question tags.They haveto match not only the correct questiontags,but alsothe correct intonation: rising (r') or fdling (\) o Divide students into groups of four and give eachgroup a jumbled set of cardsplaced face down on the table o Studentstake it in turns to turn over two cards,reading them aloud.If the two cardsmake a statementand the matching questiontag with the correct intonation, the student keepsthe pair Ifnot, the cardsare turned back over and the next student plap Go around listening, helping and correcting as necessary o Studentsplay until there are no more cards.The student in each group with the most pairs wins (10minutes) Extension r Ask students,in small groups, to write more statementsto go with eachof the question tags,distinguishing betr,veenrising and falting intonation Go around helping as necessary lntermediate Resource Book NewHeadrray It's lovely weather, isn't it? l'm not sure.Her name'sSandra, isn't it? \ / I saw you go red and smile when he spoketo you! You reallylike him, don't you? Why dont you want to see him? | mean,you like him, don't you? I haven't seenyou here before.You don't come very often, you? You don't know where I left my keys, you? Thatb a terrible result! You obviously haven't studied very hard, haveyou? You haven't got any changefor the coffee machine, haveyou? Well, I supposethat's life You can't always win, can you? i I really don't understandthis You ' can't sparea minute to help, \ / \ / \ / \ canyou? I I I ri| i i L i I Vou wouldn't it even if I paid you, i wouldyou? I I \ i I I I I I I I I i You wouldn't me a favour, -i I I I i I wouldyou? | ?i _ J i I I (15 Pre-activity minutes) o Write the following reporting verbson the board: advise,tell, order,remind, beg asNinvite, warn, refuse,offer.Brainstorm situationswhere theseverbscould be used,e.g.A solicitormight advisehis/herclient to pleadguihy Ask studentsto suggestwhat the personwould actuallysayin eachsituation,e.g.f thinkyou shouldpleadguilty (30minutes) Procedure Explain that studentsare going to write and deliver a radio news bulletin about a group ofbank robbers Divide studentsinto groups of three and give eachstudent a copy of the first part of the worksheet.Give studentstime to read the newspaperreport that setsthe sceneand to checkany itemsof vocabulary Now explain that a cassettewith a recording of a conversation betweentwo of the robbershasbeen sent to the newsroom.This provesthat the gangis responsiblefor a recentrobbery on the Central Bank of Barnsley.Tell studentsthat their task is to report the detailsof the conversationin their newsstory Give studentsa copy of the secondpart of the worksheet.This givesthe transcript of the recording the newsroom received.Ask studentsto read the transcript and to discussthe following questions:What is happeningin the conversation? Whereare the men?Wat hashappenedbefore?What happensnext?Then havea classfeedbacksession Write on the board: A secretrecordinghasled to the arrestof two membersof thelohnson Gang.Ask students,in their groups,to write a short newsbulletin to follow this statementusing reporting verbsto explain what wassaid and what happened Encouragestudentsto add more detailsto their storiesto make them more interesting.Seta time limit of ten minutes.Go around helping and correcting asnecessary When everybodyis readSaskeachgroup to nominate a newsreaderto read out their newsbulletin (15 Extension minutes) Ask students,in pairs,to discusswhat they think actually happenedand write a newspaperarticle Go around helping with vocabularyasnecessary Display all the newspaperarticleson the classroomwall Allow studentstime to read eachother's work NewHeadway Intermediate Resource Book he notorious Johnson Gangis believedto be back at work after f,1,000,000 wasstolenin a raid on the Central Bank of Barnsley.The gangleader,Sid Crowbar, has not been seen since the robbery Other members,including Tosh'The IGy' Smith and Arnie Thunder are also missing Police have askedmembersof the publicto telephone them with any information on 0281 623808 The investigationcontinues Strikes Sid Crowbar Tbsh'TheKey'Smith Arnie Thunder The CentralBank of Barnsley E< TRNISCRIPT - Conversation Mondly you're between Sid Crowbar Tosh, TOSH Please SID WeIl, TOSH Nowhere! I don't hurting me ! SID I'I1 TOSH What about Arnie? Remember, he's already think he's taken the cash with him SID Where's he gone? TOSH South America! SID I mi ght just that back to get you! it's Snittr 2nd Septenber SID in big I put Sid, and Tosh not a Iot trouble! the money in there you don't You can cafl a- is B ut if his Please teII wife you're Iike you really now! Where did know where it more if garage the 1et you told hide go, it? you're me where you put if left the you don't telling lies, me it! country believe I'11 be I me Prc-activity(10minutes) Ask students,in groups, to discussthe last time they apologized for doing something.Go around listening,helping asnecessary Have a classfeedbacksession.Ask groups to tell the classthe most interestingsituationsdiscussed (20minutes) Procedure Explain that students have eachcausedan accident and have been the victim of a different accident Students are going to mingle, orplainingwhat happenedto them and looking for and then apologizing to the person who was involved in the accident they caused Divide the classinto groups of up to eight students.Give each student aVaim card and a Culpritcard Make surethat the two cardsare for different situations Give students time to read their cards and to check any items of vocabulary.Encouragestudents to memorize the information but to keep the cards handy in casethey need to refer to them Studentsmingle in their groupsand haveone-to-one conversationstaking it in turns to orplain what happenedto them (from their Viaim card) If a student then finds that he/sheis to blame for the accident(i.e he/shehasthe Culprit cardfor that situation), he/shemust own up and apologize.Then the student with the Culprit card,givesthe card to the student with the Viaim card.Go around listening,helping asnecessary Studentssit down when they have collected the Culprit card which matches their Vaim card, and havealso given awaytheir own Culprit card to the correct victim (15 Extension minutes) Give eachstudent a matching culprit and viaim card and ask them to write a letter of apology to the person who suffered becauseof their actions.Go around helping with vocabulary asnecessary NewHeadway Intermediate Resource Book tr - -l dictionary to = Lastyearyoulenta reallygoodEnglish somebody inyourclass Youcan'tremember whoit was, g andtheyneverreturned itl Youhadto buyanother one to studyfor yourexams I I I Youhavea terriblememory! you Forexample, c, borrowed a reallyexpensive dictionary froma friend e = L' r lastyearandyouforgotto returnit Youcan'teven remember whoit belongs to now! e -t tryingto sellyousomething! t#:T::::T:l:t1'JT:,t: ii = receive lotsof letters fromothercompanies whoare ::::,::?::T:H:lt i| r= trying ::.;^: ,: sell :-r| things ]hi-_ You Varr wrote a+a +athem +L^_and ,^,, r''"'6 to to -^r gave -^.,^your e i i friendt nameandaddress : _i _ @OxfordUniversity Press I I I I I Unit12.2 I'mreallysorry! 79 ... eachother'swork Book Intermediate Resource NewHeadway tT6*t' [T6*s' 2 ( k Jo Sixty tT6*t' [T6*t' t$'6*tt I I a oxfordUniversity Press Unit2.2 Letltalksport! 15 NewHeadway Intermediate Resource Book alu... further ideasfor you to usewith NewHeadwayIntermediate,third edition It is a new component for the Headway seriesand hasbeenwritten with two aims in mind: to give teachersadditional material that.. .Intermediate ResourceBook Teacher' s MattCastle MarkUribe LizandJohnSoars OXTORD UNTVERSITY PR.ES$ Introduction This Teacher' sResourceBook containsthirty-one photocopiableactivitiesand