International Express Upper-intermediate Resourse Files Photocopable Activities

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Resource files
PH OTOCOPIABLE ACTIVITI ES
E
Resource files
TEACH!NG NOTES
These resource files provide further photocopiable o Students put their cards face up on the desk to check
activities which can be used either as extension or they got the correct order.
consolidation material, or for revision. Notes are
included below for activities which need instructions. For @ Each member of the group is paired with a member
of a group with a different story. In turn, they
all other activities, follow the procedure outlined on the
describe their story to their partner (without the
photocopiable page.
cards) using past tenses.
o
1.1 Chair of the board Each student writes down the story they have heard.
This activity is best done in groups of three or four. For If you always have the same students in every lesson, then
each group, you will need one set of cards and one board. the second part of the activity could be delayed to the
next lesson as a memory test.
To play the game, follow the instructions in the centre of
Variation
the board on page 104.
o If you have a group of three or four, just give out three
1.2 My ideal colleague or four cards. Students then decide what might be
O Students work individually to find at least three pictured on the missing cards and where they might go.
adjectives to describe each candidate.
O Students compile a short-list of the five candidates 2-3 What was that again?
workwith.
theywould most like to O Divide class into groups,A and B, with the
O tr pairs or small groups, they explain their short-list appropriate text and word list.
Usefullanguagebox.
usingphrases from the O Students read their text, identifr the twelve
@ Either individually or in their pair / group, students inappropriate words, and suggest possible alternatives.
take
select one candidate as their idealcolleague, and O Using the'replacement word' lists, groups work
tcuhrnos sexeplnainthingis tpo ether swohonle. class why they have together to modifr their text.
@ Put students in AB pairs. They give each other their
replacement word lists and read out their original
1.3 Social responses
texts (with inappropriate words) to each other. fu
Students work in pairs or small groups. photocopy the theylisten, students stop the speaker at each'wrong'
two sets of cards, a and b, and cut them up. word and identifr replacement words from each
@ Students spread the cards out, face up. othert lists-
@ Theythen match the cards from the two sets, a and b.
Some cards mayhave more than one possible 2.4 Making contact: Hold the line,
resPonse. please!
O ]fr.1 they have matched a1l the cards, they turn the O Students work in groups of three: A - caller, B -
b cards face down, and practise the responses to the person answering the phone, C - person A wants to
a cards. speak to. Decide on the level of formality before they
begin.
2.2 Past tenses
@ Students A and B pick up a role card and read the
Preparation information. B also picks up an'Extra Information
Photocopy the two five-part picture stories. paste each o card. C picks up an'Accbpt'and a'Reject'card.
part on to a separate card. Divide the class into groups of A and B have 30 seconds to prepare their calls. When
five. Pre-teach any relevant vocabulary. Give a set of- they are readyA and B sit back to back and make the
cards, face down, to each group. call. B should act on the information on the'Extra
Information' card.
Procedure
@ Student C listens to the call and decides (after 60
@ Each member of the group takes a card and, without gh to be put
showing it to the others, describes what is on the or'Reject'
card.
is accepted, C
@ The group decides the order of the pictures.
100 files
Resource Teaching notes
2.5 Social conversation 4.6 Simplifying scientific English
Q This game reviews the phrases used for social (relates to Skills focus section)
exchanges in Unit 2 Skills focus and reviewed in the These sentences have been adapted from scientific papers
Pocket Book, page 33. It can be played either in pairs written by a variety of native and non-native authors.
(A and B) or a group of three (A, B, and C). There is no need for the students to be able to understand
o
Put all the topic cards in a pile, face down. the frrll meaning of the sentences in order for them to do
o
Each player picks a role card. Card A and B players the exercise.
pick up topic cards and place them face up for all
players to see. 5.2 lnternet vocabulary
@ Players have 20 seconds to prepare how they are If students are unfamiliar with these items, or need
going to initiate the topic, change the topic, and practice in explaining them, cut up the vocabulary items
return to.the original topic. and definitions and paste on to cards.
o
Each'conversatiort' lasts for about 60 seconds, and all
Ask students to work in pairs or groups to match the
players should participate. Continue playing the
vocabulary items and definitions.
game until all the topics have been discussed.
Alternatively, place the vocabulary items on the table face
3.2 Meeting to decide up and the definitions in a pile, face down. Students take
o turns to turn over and read out one definition. The other
Students discuss these questions as a whole class. students in the group have to saywhichvocabularyitem
I
What are going to be the major traffic issues in it refers to.
your town or region over the next few years?
2 Will the level of traffic congestion ever be reduced? 5.3 Online jargon
3 Are you charged for using any of your roads? How o
high is thetariffi Divide class into two groups, A and B. Give a copy of
o article I to each member of group A, and a copy of
Divide students into groups of three or four.
article 2 to each member of group B.
Photocopythe information cards, cut them up, and o
distribute one to each student. Students read articles in their groups and collaborate
to work out the meaning of the words / acronyms in
Students with the same scenario work in groups to
bold.
decide how they could adapt the scenario to their o
Students work inAB pairs, one from each group, to
own town / region and motorway system.
exchange definitions of the words / acronyms in their
Students form new groups with one student from lists.
each of the original groups. They compare their
original groups'scenarios and plans. They then
6.2 Using dictionaries
decide on the best or most imaginative'solution'.
This exercise is designed to get students thinking about
4.3 Preposition snap what kind of dictionary they should be using, and the
pros and cons ofthe different types.
Divide the students into groups of two to four. You need a
Keya2 b5 c1 d3 e4
set of cards for each group.
@ Students shufle all the cards together and put the
6.3 Giving presentations
stack face down on the table.
o o
Students turn over the top card and place it face up Divide class into two groups,A and B. Give a copyof
on the table. In turn, they each turn over the top card presentation 1 to each member of group A, and a
and say a preposition that goes with the verb on the copy of presentation 2 to each member of group B.
card. If the verb takes the same preposition as the o Students work individually to complete their lists
verb on the previous card, the first student to shout and do the ranking task in part I, then compare their
'Snap!'wins the round and picks up all the cards that answers with other members of their group.
have been turned over. o
o The whole group works towards a final ranking that
The activitythen continues with the winner of the they all agree on.
previous round turning over the next card.
@ In groups, students read the information in part 2
@ The winner is the student with the most cards at the and prepare their mini-presentations as instructed.
end of the activity. o
Howyou organize the presentations depends on t}re
size of your clasg the resources you have, and the
4.5 Example email messages time available. Some options are:
These can be used to give students models of emails for Groups share preparation of the presentation and
performing common functions. Draw students' attention elect one student to give it.
to keyphrases. Groups divide up the presentation so that each
student presents a part ofit.
files notes
Resource Teaching 101
c Students work in pairs, AB, and present their 6 They can't be here already.
information just to one other person. 7 I may be sent to Paris.
8 She shouldn't arrive before 9.00.
7,1 Passives 3 (suggested answers)
Key 1 We can't accept late applications.
2
1 Salaries may increase
I a,b,c,d 2 a,b,c,d,g 3 a,b,d 4 e,g 5 e,f 3 You need to / have to clean the samples.
4 You can do these tests easily.
2 (suggested answers)
a We made an analysis of the food samples at our laboratory. 10.1 Living in the future
b We obtained the results using a highly innovative method.
Key
c We have carried out the tests several times and each time
I
the samples have been contaminated.
d You can't take food away from the premises. 1 The price of a large and expensive unit.
e You should wear a helmet at all times. 2 The price of the smallest unit.
T X may have been modelled on Y 3 The total number of units for sale.
I You can easily see that the process had already finished. 4 The number of staff on the ship.
h We should mention that we made a comparison to verify 5 The total number of people the ship will hold.
this fact. 6 The total cost of the project.
We established the ideal quantity through several test 7 The amount of time the ship will spend on the move.
studies. 8 The number of security staff on the ship.
Table 3 shows a comparison of the various quantities 3
involved. 1 brainchild 5 decks
2 state of the art 6 under way
7.3 An unusualjob interview 3 offenders 7 scepticism
I 4 counterpart 8 run, head
Cut up the three parts of the text and paste on to cards.
Students put them in the correct order.
Welcome back ...
2 In pairs, students analyse the dialogue between
Ignatius and the hot dog salesman and identiffwords This can be used in the first lesson after Christmas,
and phrases that indicate greater or less formality. Easter, the summer holidays, etc.
3 Feedback, whole class.
4 In pairs, students discuss how the scene might There are many social occasions on which students may
continue. Dialogues could be written aiming to mirror have difficulty in communicating in a natural manner.
One such occasion is after the Christmas holidays.
the level of formality and informality.
5 Feedback, whole class. Ask students to imagine that they are all colleagues from
Note ln the real story lgnatius goes out and eats all the hot different companies and are waiting for a meeting to
dogs he is supposed to be selling. On his return to the old man, start. They haye ten minutes to kill. It's the first week in
lgnatius pretends that he was mugged and robbed of all his January and they have all just returned from their
money and the hotdogs. The old man believes him and pleads Christmas / NewYear's holiday.
with lgnatius to give it another try tomorrow. lgnatius refuses
and walks away. Ask them to write a list of questions they could ask each
other. In order to make the conversation sound natural,
9.2 lmpersonal expressions they should begin with quite general questions before
moving on to specific questions. For example, the first
You mayhave students who use impersonal expressions
more frequently than is appropriate. In some contexts it question should not b e, What did you do on Christmas
Day?You could adapt this activity to fit the Easter or
is acceptable - for example, to distance yourself from the
summer holidays.
reader or listener, or the subject, or simply to make what
is said less personal. However, use in an appropriate
context can sound rather formal and awla,rrard.
Key
1 b and d are more frequent uses
2 (suggested answers)
1 We may have made a mistake.
2 You can't/ mustn't take photographs.
3 You have to sign the register.
4 You need to make another appointment.
5 We should check the translation again.
102 files
Resource Teaching notes
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David Milner Laura Brown Patrick West n
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_Fo You need a dice, a marker for each player, a set of employee cards, and a set of ? cards. Each player o
starts with ,130,000 in the bank. You are planning to start a new business. The aim of the game is to
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'collect' as many employees as you can for your new company. One player should act as 'banker', and
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keep a record of how much money the other players have, and how much they spend.
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1
Each player throws the dice to move round the board, starting at GO.
ao 2 lf you land on a square with a name on it, pick up the card of the person named. You can 'employ' o
that person if you (a) have enough money to pay their annual salary, and (b) if you can correctly =
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Perfect Continuous). You have 60 seconds to do this. lf all the other players agree that the correct
forms have been used, this person becomes your employee, and their salary is deducted from
your bank balance. lf you can't agree, ask your teacher. E
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t, 3 lf you land on a ? square, pick up a? card and follow the instructions. Replace the card at the 5
P bottom of the pile. ct
J 4 Each player collects f5,000 each time they pass GO.
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(E 5 lf you land on a named square and that person has already been employed by another player, you :S
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= must pay them a f,5,O0O fine. -
6 The game ends when there is no one left to employ. The winner is the player with the highest
value company, in terms of salaries of personnel and the money they have left.
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RESOURCE FILES
Ross Doyle (48) Tony Setf (54) Mark Todd (29) David Milner (37)
Ross Tony
(live) in a (hope) to Mark His wife
quiet ruralvillage and retire for a number of (never like)work, and (ust die) from cancer and
every day years now. So far he his absenteeism this, quite naturally,
(appear) to
(commute) the 45 miles (be (become)
be affecting his work. He
to work. Ross unable) to do so because more and more of a
(work)for his present he regularly problem for Susan, his
company for 23 years, (lose) money because he boss. 'l _ (have) (no longer meet) his sales
targets and his boss
although he is a compulsive gambler. various jobs in my life and (become)
He (never increasingly worried
(currently look) to change (currently try) to be) pa rticularly interested about his performance.
to something less overcome his addiction. rn a career.
stressful.
Patrick West (31) Susan Clarke (39) Laura Brown (21) Emily Shepherd (52)
'My partner Sue is a Susan (face) a (only 'l (run)this
doctor. She dilemma - should she just join) the company, business for just over five
(earn)twice what I do sack her secretary Mark? but I (like) it years now, and in that
Sue and One big mistake that already. At the moment time we
I I
(share)the housework, women managers (increase) our sales by
although I usually (make) is to try course in computer about 1 20o/o. I
(do)more to shut men out. Susan studies. | (have) a number of
'
cooking than her. That's knows this; she (finish) most of the different jobs in my time,
I
because (get) (see) this situation many course, but over the last but none of them
fewdaysl_(stay)
home earlier than she times before. (be) as fulfilling
(do). up very late to finish an as this one. I think being
woman
assignment.' a (help)
me to be successful.'
-
Philip Bromwich (51) Cliff Johnson (39) Julia Aveyard (41) Wendy Taylor (46)
,I (never 'lthink people ,I 'Traditionally, trade
think) about changing (never have to)work as unionists were all men.
I
my line of work. I (gradually become) more hard as (do) The number of female
(love) mv iob lT literate. You can't today. We trade unionists
and the people ignore the technological (ust take on) three new (rise) for several years,
I
(work)with. revolution that people to take some of although we
The number of women the workload off me.
working in the company (take place) in the world It's good for the company (not yet overtake) men.
(rise) steadily in today. This company lsuppose, we Many women
recent years. (sti
I I I
(see) that as a good (modernize) its lT systems (expand) and so there face) discrimination in
thing. for a number of years (is) more the workplace, and they
now.' demand for training (come)to me .
courses.' for help and advice.'
@ Oxford University Press Unit 1 105
{
RESOURCE FILES
Financial Manager Marketing Manager Secretary Sales Manager
f 30,000 f 33,000 f16,200 f26,400
PTARY,
Personal Assistant Human Resources Secretary Managing Director
Manager
fT9,600 f28,000 f14,800 f48,000
Lawyer lT Manager Training Manager Trade Unionist
f41,000 f29,300 f26,1 00 f23,3
51
106 Unit 1 @ Oxford University Press
RESOURCE FILES
Mlss
You are
prosecuted
for sex
discrimination
'employer of
and fined
theyear'
GO!
award
f 15,000
------------J
Go to
anywhere
you like on the
Nothing
board
this f 5,000
time! ifyou get an
even number
(2,4,6)
'@
A major
customer goes
bankrupt
f 5,000 a Chamber of
Commerce YOU LOSE
if you get an
enterprise
odd number
U
award
tr
f25,000
L--------
@ Oxford University Press Unit 107
1
RESOURCE FILES
SOCIAL RESPONSES
May I introduce myself? It's very nice to meet I hope you had a pleasant Mr Camous? How do you
l'm John Goodbody from you at last. Journey. do? l'm Sarah Benn. We
FRG Marketing. spoke on the telephone.
1.3a 1.3a 1.3a 1.3a
I
How was your trip to I haven't seen you for Did you have any Do come into my office.
Prague? ages! problems finding us? Would you like a drink?
1.3a 1.3a
So, whatl happening in Hello, you must be Hello, it's Jean-Luc I think we've met before,
Sweden these days? Patrick. Mercadier, isn't it? haven't we?
i
1.3a 1.3a 1.3a 1.3a I
ll --------t
John sends his regards, How's business? Sorry l'm late. Sorry I didn't catch your
by the way. name.
1.3a 1.3a 1.3a 1.3a
! l'm sorry but l've Anna, have you met John I uetto. l'm Peter Morgan. i oo you mind if I smoke? i
! forgotten your name. before? l'm afraid my colleague, II
I John Scales couldn't II
! I
It make it. II
Oh, it was great, thanks. I Yes. We've spoken so i Yes, it was fine, thank you. I Oh, hello. How do you
lt's
often on the phone. i do?
you
great to finally meet
!
in person ! tt
1.3b 1.3b: 1.3b 1.3b
Pleased to meet you. No, l've been away a lot No, none at all. The map I No, thanks. ljust had one
Welcome to Madrid. recently. you faxed me was very at the hotel.
clear.
1.3b 1.3b
I
I
Oh, nothing special really. Yes. Thats right. No, l'm sorry lthink Yes. Weren't you at the
What about here? you've mistaken me for conference in Munich last
someone else. year?
1.3b
I
I
Give him mine too, when Not too bad, thanks. Don't worry. Was the It's Dan Haslov.
you next see him. How is traffic bad?
he these days?
1.3b 1.3b 1.3b 1.3b
i ltS fr4ario. Mario Bernardo. ! Yes, we met each other I Never mind. Shallwe get I Not at all. lthink l'lljoin
I Here's my card. i last month in Beijing. i straight down to business? ! you.
t,.aa
,!lr
l.::l
,,'tlll lll 1.3b i r.3b i 1.3b : r.3b
t- - - - - - - - - - - - - - t - - - - - - - - - - - - - I - - - - --- - - - - - - J- i
@ Oxford University Press Unit 1 109
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RESOURCE
FILES
you et)er.o.
Hanse ?
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Work in poirs.lhotrh the verbs in the
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box with the items in the list below.
Ihen osk your portner il he,/ she hos
eYer done ony of these things. toke
sure you osk follow up questions, os in
lhe exomple.
A:
Hove you eYer mel onYone fomous?
II j-, -',' B: Yes,l hove. I once mel Richord Gere.
I A: Where did you meet him? ...
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Whot wos he doing there? .. '
Whot wos he like? ...
Did you actuolly speok to him?
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o prize
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o sport for your town region
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drugs
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in o foreign countqy
I
in love ot first sight
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onTV
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so bored you fell osleep in public
)
someone lomous
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someone's life
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something lrom o shop
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the speed limit
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lo o fomous person
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to on ouciion
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your photo in the poper