English_File_3rd_-_Teacher_Book_Extra_Resources / Resources / Activities

They keep losing things.

They have a poisonous snake under the bed.

They get angry a lot.

They’ve lost their memory.

They’re always late.

They bite their finger nails.

7A

Divide the class into two teams. Get one student to come up and show them one of the phobias from page 76, Reading & Vocabulary 1A. The student has to mime the phobia and the rest of his / her team has to guess what the phobia is (for example, You’re afraid of water). If his / her team guesses within one minute, show the student another phobia. After exactly one minute they must stop miming and sit down. Then a student from the other group comes up. Show him / her a phobia and this time his/her team has one minute. If the team guesses correctly within one minute, show the student a new one. Repeat until each team has had three minutes of miming. The winning team is the one with most correct guesses.

7B

Give SS a few minutes to re-read the Hitchcock or Tarantino? text on page 78. Then get them to close their books. Read out the following sentences and get students to write down if they are true or false. If they think they are false, they should write down why they are false.

1Alfred Hitchcock often appeared in his own films (true).

2Quentin Tarantino was born in London (false – Hitchcock was born in London).

3Quentin Tarantino has a daughter called Patricia (false – Hitchcock had a daughter called Patricia).

4Alfred Hitchcock was married to Grace Kelly (false – she appeared in some of his

films).

5Quentin Tarantino left school when he was 15 (true).

6Alfred Hitchcock didn’t like actors (true).

7Alfred Hitchcock spent a short time in prison (false – Tarantino spent some time in prison).

8Uma Thurman has appeared in some of Quentin Tarantino’s films (true).

9Many of Alfred Hitchcock’s films contain drugs and violence (false – many of Tarantino’s films…).

10Quentin Tarantino was good at reading and writing at school (false – he had difficulties with them).

Get SS to open their books and check their answers.

7C

Divide the class into two teams. Get one student from each team to come up and sit with their backs to the board. Write one of the school subjects from page 81 on the board. Each team must try to define the subject without saying the word (for example, In this subject, you have to read a lot of books, for example novels, poetry, drama).

The two students with their backs to the board have to say the subject. The first student to say the word correctly gets a point for their team. Get new students to come to the board and repeat with the rest of the subjects.

Tip

If this starts getting too noisy, tell students to mime some of the words instead of defining them.

7D

Divide your class into teams and give them this general knowledge quiz. Read out the questions and the three possible answers (the correct answer is in bold). Each team should have one person writing down the answers. These are suggested questions, but you may want to think of others that are more relevant to your students’ knowledge and interests.

Go through the answers giving one point for each correct answer.

1How many babies are born in the world every hour? (8,900, 11,000, 155,000,

2When was The Jazz singer, the first film with sound, made? (1905, 1919, 1927)

3What is the English noun which is used most often in conversation? (money, time,

work)

4How many bottles of Coca-Cola are drunk in the world every day? (9 million, 55 million, 110 million)

5When was the first credit card used? (1950, 1960, 1970)

6Who were the first Levi jeans worn by? (cowboys, miners, farmers)

7How many African elephants are killed every month? 300, 2000, 5,000

8Who was chess invented by? (the Egyptians, the Greeks, the Chinese)

9What are aeroplane tyres filled with? (air, oxygen, nitrogen)

10Who was football first played by? (the Romans, the Greeks, the English)?

Tip For more practice with the form of passives, write the correct answers on the board as you check them, and get students to try to construct correct sentences from memory, for example 11,000 babies are born in the world every hour.

8A

Stick these two symbols /@U/ and /Q/ on opposite walls of the classroom (or different sides of the board). Practise pronouncing the two sounds.

Tell them that you are going to read out a list of words that all contain one of the two sounds. Students must point to the one they hear.

knock /Q/ wash /Q/ photo /@U/ offer /Q/ shoulder /@U/ poster /@U/ along /Q/ swap /Q/ promise /Q/

toe /@U/

shock /Q/ want /Q/

programme /@U/ cold /@U/

body /Q/ hotel /@U/

Once students can confidently point to the correct sound, write the words on the board and let them do the same thing in pairs, taking it in turns to pronounce a word or point.

8B

On the board, write too / not enough. Underneath, draw a picture of someone with a huge amount of bushy hair, which completely covers their face. Elicit what the picture represents (too much hair). Draw another picture of a man who has tried to cover his bald head with the four hairs he has. Again, elicit possible phrases suggestions (not enough hair). Put students into two teams. Explain that one person from each team will come to the board (which will be divided in half). You will give each of them a different phrase with too or enough, and, without speaking at all, they have to draw a picture that represents their phrase. The first team to guess the phrase exactly wins the point, and new students come to the board.

too fat

not tall enough not enough people too much sugar too short

not long enough not enough time too many letters too tired

not fast enough too many teeth not enough

not clever enough too heavy

not enough money too much work too much water not enough food too fast

not small enough

8C

Divide the class into two teams. Get one student to come up to the board and show him / her one of the phrasal verbs from the Vocabulary Bank page 153. He / She has one minute to draw it on the board while the rest of his/her team has to guess what the phrasal verb is. If they guess within one minute, show the student another phrasal verb. After

exactly one minute they must stop drawing and sit down. Then a student from the other group comes up. Show him / her a phrasal verb and this time his/her team has one minute. If the team guesses the phrase correctly within in minute, show the student a new one. Repeat until each team has had three minutes of drawing. The winning team is the one with most correct guesses.

8D

Get students to look at Vocabulary Bank page 151.

Get students to find two animals on the list that have something in common, i.e. something they both do, have, etc., or don’t do, have, etc.

For example, ducks don’t eat meat and bees don’t eat meat. Get students to express the idea using so or neither, for example:

Ducks don’t eat meat and neither do bees.

Once they have the idea, arrange students in pairs. They take it in turns to find two animals that have something in common, and must make a sentence with so or neither to express this. If the sentence is correct (the other student is the judge), they can cross the two animals off the list. The winner is the last person who can make a sentence.

9A

Tell students about a time when you suddenly felt embarrassed, horrified, etc. because you realized something you’d done or hadn’t done, for example, you were on the way to the airport and you realized you’d forgotten your passport, or you realized you’d put the wrong letters in the wrong envelopes, etc. Let students ask you what happened as a result. After this, get them to reconstruct your story in two sentences, e.g.:

I was going to the airport. I realized I’d forgotten my passport.

Get them each to write a true two-sentence story like this, using realized and the past perfect, about themselves or someone they know. Arrange students in groups to tell each other their stories and ask about the consequences.

9B

Get each student to secretly write down the answer to these three questions (you may want to adapt the questions to make them more relevant to your students’ interests):

What’s the most beautiful place you’ve ever been to? What is your favourite type of film?

What can you do very very well?

Tell them to change one answer to a believable lie, secretly again, and memorize the three answers. Students then walk around the class, forming pairs and asking each other the questions, until everyone has spoken to everyone. Then students form pairs. They write down the names of everyone in the class, and discuss what they thought each one’s lie was (using reported speech). At the end, get students to reveal their lie. The pair that guessed most right is the winner.