Oxford University Press ELT Activity Worksheets 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 Baker’s dozen Have to What’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 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 New Headway Pre-Intermediate Picture story Reading/Gapfill Question prompts American English File 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 Worksheet 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 © Oxford University Press Permission granted to reproduce for classroom use UNIT • W ORKSHEET SMART CHOICE STARTER SECOND EDITION GUESS WHO? Guess who? Ms Hall Ms Fernandez Ms Christie Ms Elliot Ms Reno Now: watching TV Now: dancing Now: dancing businesswoman jeans shirt boots writer pants T-shirt boots Now: listening to music 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 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? © Oxford University Press Permission granted to reproduce for classroom use 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 Worksheet Smart Choice Level 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 © Oxford University Press Permission granted to reproduce for classroom use UNIT • W ORKSHEET SMART CHOICE LEVEL SECOND EDITION FIND THE DIFFERENCES A Kelly Yukiko Miranda Ricardo Joe Jeff Ali  - - B Kelly Yukiko Miranda Joe Jeff Ali © Oxford University Press Permission granted to reproduce for classroom use Ricardo Unit Worksheet Smart Choice Level Second Edition BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB A visitor! Aim To have a conversation about things we can 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 © Oxford University Press Permission granted to reproduce for classroom use UNIT • W ORKSHEET SMART CHOICE LEVEL 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 here? You _ Visitor Wow! Everything sounds really fun! Thanks! You You’re welcome! © Oxford University Press Permission granted to reproduce for classroom use Grandma *$) Snakes and ladders 8`d KfgcXpXYfXi[^Xd\kfi\m`\nk_\ cXe^lX^\]ifdLe`k+ Gi\$XZk`m`kp,d`elk\j s Explain that students are going to play a game of snakes and ladders to practice the grammar and vocabulary from Unit Brainstorm quickly all the things they studied in the unit Ask them what they found easy and what they found difficult s 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 CXe^lX^\ 8ik`Zc\j ckY^%cWdo iec[%Wdo W\[m"Wb_jjb["Wbeje\ J_fgg`e^mfZXYlcXip Jb`ccj GifZ\[li\)'d`elk\j s 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.) s 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) s 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.) s 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 s The first student in each group to reach the Finish square wins the game Jg\Xb`e^ C\jjfec`eb Lj\X]k\iLe`k+#J9g%** DXk\i`Xcj Fe\Zfgpf]k_\nfibj_\\k]fi\XZ_^iflg f]k_i\\kf]flijkl[\ekj%