Photocopiable Activities PDF

Photocopiable activities Overview...

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. 1A GRAMMAR question formation 1B COMMUNICATIVE What’s in a signature? 2A VOCABULARY Illnesses and injuries a Complete the questions. a On a piece of paper, write Yours sincerely and your signature underneath. Work with a partner. Complete the words as quickly as you can. b Look at the signatures of some famous people. Match the names to the signatures. Do you know 1 Three parts of the body that we use with ‘ache’. anything about these people’s personalities? earache, stomach ache, toothache 2 Something that can be high, often because of stress or bad diet. Leo Tolstoy 3 Barack Obama Paris Hilton Usain Bolt Charles Schultz bl pr Charles Dickens Elijah Wood Damien Hirst Paul McCartney Sean Connery Make sure that Sts keep their worksheets and that they 3 Something you could get on the beach if you’re not careful. 1 2 3 4 s 4 What you should take if you have a headache, e.g. aspirin or paracetamol. p s 5 A phrasal verb that means to recover from an illness. g o an illness 5 6 7 6 When you have a cold you review any difficult areas regularly. Encourage them to go sn and c. 7 A condition when something you eat can make you feel ill. You should 1 A I don’t like her dress. 4 A Who Tony come with? take antihistamine tablets. an a r B What don’t you like about it? B Nobody. He came on his own. His girlfriend 8 9 10 8 You should do this when you feel unwell or tired. A The style. I think it’s awful. left him last month. l d (on a sofa) B It must have cost a fortune though. A Why him? 9 A verb and a phrasal verb that mean to become unconscious, and A Yes. Who it? B I think she met someone else. a phrasal verb that means to become conscious again. B Her grandparents paid for it. It was a 5 A the wedding f ,p o ,c r back to activities and cover and test themselves. wedding present. cake yet? c Read the information about interpreting someone’s personality from their signature. With your 10 An infectious illness like a very bad cold that causes fever, pain, and 2 A Do you know B Yes, I have. It looks fantastic! Do you know partner, look at the signatures above again and interpret them. weakness. fl over there? it? 11 If you cut your finger with a sharp object, B That woman there? I think she’s Claire’s A Matt’s aunt. Apparently, that’s the second 1 2 How you write your name Size it will bl. cousin. cake she made. 12 An injury to your leg which means you can’t walk. A Her hairstyle is very old-fashioned! B Oh, really? to the first Your first name represents your private self, The part of the signature (first name or a spr ankle one? and your surname represents your public surname) that is bigger is the most important 3 A Where on 13 This can happen if you drop very hot liquid on yourself. A She dropped it! self. If you use only initials for your first part of your personality. So, if it’s the first their honeymoon? name or surname, it means you are more name, for example, you care more about b yourself B Oh, no! What a shame! B On an African safari, I think. secretive and protective about that part of your private self. If both are big, you are very 14 Something you should put on a small cut. A How going your personality. Is there a space between confident. Capital letters suggest that you a pl the first name and surname? The bigger the are arrogant or big-headed. If you have very ? 15 You might get this if you eat food which is past its sell-by date. space, the more you want to keep those small writing, you may be insecure or have B Three weeks! two parts of your personality separate. low self-esteem. f p 16 This can happen to you if a piece of food gets stuck in your throat. b Change the direct questions to indirect questions. What your signature says about you Tips for using Communicative activities You might ch 1 ‘What’s the wi-fi password?’ ‘Do you remember what the wi-fi password is?’ 17 Adjective to describe a part of your body that has got bigger 3 4 Legibility Angle because of an injury. (a) sw (finger) 2 ‘Is it going to rain this afternoon?’ ‘Do you think ?’ 18 Two verbs that mean to be sick. 3 ‘Has Thomas arrived yet?’ ‘Do you know ?’ If the signature is easy to read, you have If the signature goes up, it means you v , thr u 4 ‘How much will it cost to repair the roof?’ ‘Can you tell me ?’ clear ideas and objectives, but if it’s difficult work hard to overcome problems. You are to read, it may mean you’re disorganized or determined, optimistic, and ambitious. If the 5 ‘Do I have to pay to park here?’ ‘Could you tell me ?’ indecisive and maybe also quite secretive. signature goes down, it means that you get 6 ‘Why did you leave your last job?’ ‘Would you mind telling me ?’ The more illegible the signature is, the less depressed when you have problems, and assertive you are. you aren’t very self-confident. A horizontal ACTIVATION 7 ‘What time does the library close?’ ‘Do you know ?’ signature, one which goes straight, means Before using the worksheets in class, check for any Work with a partner. Have you had any of the following illnesses or injuries recently? How long were you 8 ‘Did Susan’s flight take off on time?’ ‘Do you have any idea ?’ that you are well-balanced, emotionally unwell for? Did you have any treatment? stable, and generally satisfied with life. a temperature a sore throat ACTIVATION a rash a blister on your foot d Now look at your partner’s signature and try to interpret it. Do you both agree with the Work with a partner. Write two direct and two indirect questions to find out something you don’t know interpretation of your signatures? sunburn an allergic reaction about your partner. Ask for more information. 162 193 218 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 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 The photocopiable material is also available on the worksheet. Teacher’s Resource Centre (TRC) and the Classroom Presentation Tool (CPT), allowing you to display the If your class doesn’t divide into pairs or groups, take part yourself, get two Sts to share one role, or get one student worksheets on an interactive whiteboard or projector. This to monitor, help, and correct. will make it easier to set up and demonstrate the activities, and show answers. If some Sts finish early, they can swap roles and do the activity again, or you could get them to write some of the Using extra activities in mixed sentences from the activity. ability classes Tips for using Vocabulary activities Some teachers have classes with a very wide range of levels, and where some Sts finish Student’s Book activities These worksheets are intended to recycle and consolidate much more quickly than others. You could give these fast Sts’ understanding of the vocabulary in the Student’s Book finishers a photocopiable activity (Grammar, Vocabulary, or Vocabulary Banks. As such, we suggest not using them Communicative) while you help the slower Sts. Alternatively, directly after doing these exercises. Instead, get Sts to do some teachers might want to give faster Sts extra oral them in a subsequent lesson. practice with a communicative activity while slower Sts If Sts are having trouble with any of the activities, make consolidate their knowledge with an extra grammar activity. sure they refer to the relevant Vocabulary Bank page. You could ask Sts to check their answers by referring to Tips for using Grammar activities the relevant Student’s Book Vocabulary Bank. Use the Grammar Introduction worksheet as diagnostic All the activities are suitable for use in class. However, you tests for your class. may wish to set some of the tasks for homework. The grammar activities are designed to give Sts extra Most of the Vocabulary worksheets have an Activation practice in the main grammar points from each lesson. task and this can be treated in a similar way to the How you use these activities depends on the needs of Grammar ones. your Sts and the time available. They can be used in the Make sure that Sts keep their and that they review any lesson if you think all of your class would benefit from the difficult areas regularly. Encourage them to go back to extra practice or you could set them as homework for activities and cover and test themselves. some or all of your Sts. Before using the worksheets in class, check for any Customisable worksheets vocabulary that may be either new or difficult for your Sts. There are customisable versions of some of the Grammar, All of the activities start with a writing stage. If you use the Communicative, and Vocabulary activities on the Teacher’s activities in class, get Sts to work individually or in pairs. Resource Centre. These allow you to adapt the material Allow Sts to compare before checking answers. to make it more applicable and/or relevant to your Sts. For If Sts are having trouble with any of the activities, make instance, you could: sure they refer to the relevant Grammar Bank in the change some of the names to the names of Sts in Student’s Book. your class. All of the activities have an Activation section. Some of change place names to ones that are more relevant them have a task that gets Sts to cover the sentences and and/or familiar to your Sts. test their memory. If you are using the activities in class, change items of grammar or vocabulary to focus on Sts can work in pairs and test their partner. If you set them the needs and interests of your Sts and/or adapt the level for homework, encourage Sts to use this stage to test of challenge. 158 reduce the number of items if you are short of time. 4039819 EF4e Upper Int PCM_4pp.indb 158 05/11/2019 10:29  INTRODUCTION  GRAMMAR What do you remember? Read about Beata. Then correct the bold phrases 1–18. M y name’s Beata and I’m from Poznan´ in Poland. I was born there and 1 I have lived there until I was 14. Then my family 2 decided move to Warsaw, and that’s where I live now. I’m divorced and I have a son called Filip, who 3 is five years. He spends weekdays with me and weekends with his father. I have two brothers, 4 which are both studying at university. I am 5 the older child in the family. My mother works in a bank and my father is retired. 6 He use to be a business consultant. I work for a big clothing company. I am 7 on charge of foreign suppliers, which means that I have to use English when I talk to them on the phone, and sometimes I travel to other countries such as Morocco and Turkey 8 for to meet suppliers. 9 I am learning English for about nine years. I studied it at school, and then after I left school, I spent eight weeks in Ireland. During the day I 10 was going to English classes, and in the evening I worked 11 like a waitress in a restaurant. It was 12 a very hard work. When I came home, my English 13 has improved a lot, but that was a few years ago and I’ve forgotten a lot since then. My main aim this year is 14 to be able speak more fluently and to improve my writing. I think I’m quite 15 good at read in English. As soon as my level of English 16 will be good enough, I’ll take the IELTS exam. I 17 have very few free time, but when I can, I go horse riding. If I had more time, 18 I’ll learn another language, maybe French or German. 1 I lived there 10 2 11 3 12 4 13 5 14 6 15 7 16 8 17 9 18 ACTIVATION Write a similar text about yourself, in five paragraphs. Include the following information: where you live your family what you do how long you’ve been learning English and why what you do in your free time 161 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 161 05/11/2019 10:29  1A GRAMMAR question formation a Complete the questions. 1 A I don’t like her dress. 4 A Who Tony come with? B What don’t you like about it? B Nobody. He came on his own. His girlfriend A The style. I think it’s awful. left him last month. B It must have cost a fortune though. A Why him? A Yes. Who it? B I think she met someone else. B Her grandparents paid for it. It was a 5 A the wedding wedding present. cake yet? 2 A Do you know B Yes, I have. It looks fantastic! Do you know over there? it? B That woman there? I think she’s Claire’s A Matt’s aunt. Apparently, that’s the second cousin. cake she made. A Her hairstyle is very old-fashioned! B Oh, really? to the first one? 3 A Where on A She dropped it! their honeymoon? B Oh, no! What a shame! B On an African safari, I think. A How going ? B Three weeks! b Change the direct questions to indirect questions. 1 ‘What’s the wi-fi password?’ ‘Do you remember what the wi-fi password is?’ 2 ‘Is it going to rain this afternoon?’ ‘Do you think ?’ 3 ‘Has Thomas arrived yet?’ ‘Do you know ?’ 4 ‘How much will it cost to repair the roof?’ ‘Can you tell me ?’ 5 ‘Do I have to pay to park here?’ ‘Could you tell me ?’ 6 ‘Why did you leave your last job?’ ‘Would you mind telling me ?’ 7 ‘What time does the library close?’ ‘Do you know ?’ 8 ‘Did Susan’s flight take off on time?’ ‘Do you have any idea ?’ ACTIVATION Work with a partner. Write two direct and two indirect questions to find out something you don’t know about your partner. Ask for more information. 162 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 162 05/11/2019 10:29  1B GRAMMAR auxiliary verbs a Circle the correct answer. Andreas Hello. Beatriz Good morning. Are you here for an interview, too? Andreas Yes. They say it’s a good company to work for, 1 don’t / doesn’t / do they? Beatriz Yes, they 2 do / are / don’t say that. Andreas By the way, I’m Andreas Kourkoulos. Beatriz That’s a Greek name, 3 is / does / isn’t it? Andreas Yes. I’m from Athens, but I’ve been living in New York for the past two years. Beatriz 4 Do / Are / Have you? I’ve got a friend who lives there. Anyway, I’m Beatriz Flores, from Buenos Aires, in Argentina. Andreas Nice to meet you. Beatriz You’re a bit nervous, 5 are / don’t / aren’t you? Andreas A little. Don’t you get nervous before interviews? Beatriz Not really. I 6 am / will / do get nervous before exams, but not before interviews. What’s the time now? Andreas 2.15. My interview’s at 3.00. Beatriz 7 Is / Has / Does it? Mine’s at 2.30. We won’t have to wait much longer, 8 have / will / do we? b Complete the next part of the conversation with auxiliary verbs. Andreas So, do you live here in Boston? Beatriz No, I actually live in Dallas. I flew here yesterday afternoon. Andreas 1 Did you? I arrived yesterday, too. Beatriz Oh, right. Where are you staying? Andreas At the Hotel Europe. Beatriz Ah, so 2 I. The rooms aren’t very nice, 3 they? Andreas No, they aren’t. But I 4 like the restaurant. I had a good meal there last night. Beatriz 5 you? Are you working at the moment? Andreas No, I resigned last week. Beatriz Why? Didn’t you like your job? Andreas Well, I 6 like the job, but to be honest, I couldn’t stand my boss! Beatriz 7 you? I get on with my boss, but I think I need a new challenge. Andreas So 8 I. Ah, it’s your turn now. Good luck, Beatriz. Beatriz Thanks. Shall we meet at the coffee bar later? Andreas OK. And we can compare notes, 9 we? ACTIVATION Practise the conversations in a and b with a partner. Try to use the correct rhythm and intonation. 163 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 163 05/11/2019 10:29  2A GRAMMAR present perfect simple and continuous a Complete the conversation with the verbs in brackets in the present perfect simple or continuous. Doctor Mrs Jones! Would you like to come through now, please? Patient Oh, thank goodness! I 1 ’ve been waiting (wait) for ages. Doctor Yes, sorry about that. We 2 (be) extremely busy all morning. Now then, 3 (I / not see) you this week already, Mrs Jones? Patient Yes, doctor. Actually, this is the third time I 4 (come) to see you this week. I was last here on Wednesday. 5 (you / forget)? I had a terrible sore throat. Anyway, I took your advice and I 6 (drink) plenty of water and I 7 (not talk) too much. Doctor Right, and 8 (your throat / hurt) less since then? Patient Oh, yes. It feels much better now. Doctor Ah, that’s great news. So, … Patient Well, yes, it is, but now I’ve got a more serious problem with my foot. It 9 (be) swollen since yesterday and I 10 (not be able) to walk on it properly. Doctor OK. If you could just lie down here on the… Patient I think maybe I 11 (have) an allergic reaction to something. I 12 (take) antihistamine tablets every four hours, but they 13 (not make) any difference. Doctor Right, Mrs Jones. If you would please lie down here on the couch, I’ll take a look…hmm. Well, there really is absolutely nothing to worry about. It’s just a blister. Patient Really? Hmm. Well, I 14 (just / buy) these new shoes, so maybe they caused the problem. Doctor Yes, I’d say that’s very likely. Now, I’ll put a plaster on it and I’m sure it’ll be fine in a few days. Patient Alright then. Thank you, doctor. b Complete the questions with the verbs in brackets in the present perfect simple or continuous. 1 How long have you had your phone? (have) 2 you ever in an accident? (be injured) 3 How long you to this school? (come) 4 How many classes you this year? (miss) 5 How long you in your current home? (live) 6 you ever abroad? (study) ACTIVATION Work with a partner. Ask and answer the questions in b. Ask your partner for more information. 164 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 164 05/11/2019 10:29  2B GRAMMAR adjectives as nouns, adjective order a Circle the correct form. Tick (✓) if both forms are correct. 1 The unemployed / Unemployed people can apply to do these training courses free of charge. ✓ 2 The French / Frenchs are very proud of their language and culture. 3 There are a lot of homeless people / homeless sleeping on the streets at night. 4 I met a very nice Japanese girl / Japanese in Manchester. She was really friendly. 5 Rich people / The rich always live in the best part of a city. 6 The Spanish / Spanish love being outside on warm, summer evenings. 7 Prime Minister, a lot of people say that your government just doesn’t care about poor / the poor. 8 Don’t talk like that – you should show more respect for elderly people / the elderly. 9 The Chinese / The Chineses invented paper. 10 The young / Young are finding it very difficult to buy their first flat or house. b Complete the sentences with the adjectives in brackets in the correct order. Use your instinct if you are not sure. 1 A Can I help you? B Yes, I’m looking for some smart, high-heeled sandals. (high-heeled / smart) 2 A Did you see either of the robbers? B It all happened so fast. I saw a young man wearing a jacket running out of the restaurant. (denim / blue) 3 A Your granddaughter’s boyfriend is a rock musician, isn’t he, Mrs Smith? B Yes, he is, but I can’t stand the music he plays! (loud / awful) 4 A Your son looks really like you – he has your eyes. (dark / big) B Do you think so? I think he looks more like my husband. 5 A Are you looking for something? B Yes. I’ve lost a scarf. Have you seen it? (silk / long / black) 6 A We used to live in a house near the river. (wooden / beautiful / old) B How lovely. It must have been really peaceful. 7 A I’ve just arrived on the flight from Athens, but my suitcase hasn’t arrived. B Can you describe it? A It’s a case. (black / leather / small) 8 A Ever since Simon came back from Bangkok, he’s been cooking me curries. (delicious / Thai) B Lucky you! I love curries. 8 A What does Adam’s wife look like? B She’s quite slim and she has hair. (brown / curly / short) 10 A I’m going to wear my shirt to the party. (new / striped) B Good idea. It really suits you. ACTIVATION Describe three items that you own, e.g. clothes, a car, a guitar, etc., using two or three adjectives in the correct order. Use the chart to help you. item adjectives description bag leather, brown, lovely I have a lovely, brown leather bag that I bought in Italy last summer. 165 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 165 05/11/2019 10:29  3A GRAMMAR narrative tenses: past simple, past continuous, past perfect, past perfect continuous a Read Part 1 of Richard’s story and find examples of each tense below. 1 the past perfect had finished 2 the past perfect continuous 3 the past continuous The most embarrassing moment of my life (Richard, Sussex) Part 1 When I was about nine years old, I The man said that he was a store used to go to the cinema every Saturday detective. As I had been concentrating morning – in those days it was very on the toys, I hadn’t noticed that he had popular. After the film had finished, been watching me. He made me empty I would go to a toy shop and look at my pockets and he went through my model planes and trains, and sometimes coat, searching for stolen goods, even I bought them with the pocket money though I told him very clearly that I had that I had been carefully saving. One only been looking. Of course, he didn’t day after the film, I went to a big find anything, but by this time several department store to have a look at people had stopped to see what was the model planes they had. I didn’t happening. I felt very embarrassed and buy anything, but as I was leaving, a humiliated that so many people were very large man grabbed my arm quite looking at me, and I was very glad to violently and accused me of shoplifting. leave the shop when it was all over. b Complete Part 2 of the story with the correct form of the verbs in brackets: past simple, past continuous, past perfect, or past perfect continuous. Part 2 An hour or so later, when I 1 was having (have) lunch with my family at home, my father 2 (ask) me about the film. I then 3 (mention) that I 4 (look) at toys in a department store when a store detective 5 (accuse) me of shoplifting and demanded to see the manager and the store detective. 6 (search) me in the middle of the When the manager 15 (come), my father shop. My father 7 (make) me repeat 16 (start) shouting at him and he told what I 8 (say), and then immediately him that I 17 (never steal) anything in 9 (jump up) from the table. my life. He 18 (make) the manager and Without either of us having finished our lunch, he store detective apologize to me for having accused me of 10 (make) me get into the car. shoplifting and for embarrassing me. But the thing is, I 11 (never see) my father look so angry! I 19 (find) this scene even more He 12 (drive) quickly to the store, embarrassing than the first one, especially as I could see 13 (park) outside, and took me to where that a lot of customers 20 (stop) and the incident 14 (take place). He then 21 (watch) us! ACTIVATION Work with a partner. Student A: Cover the text. Try to remember what happened to Richard in Part 1. Student B: Cover the text. Try to remember what happened to Richard in Part 2. 166 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 166 05/11/2019 10:29  3B GRAMMAR the position of adverbs and adverbial phrases a Put the adverbs in brackets in the best place in the conversation. Gary So, what did you think of the match? brilliantly tonight 1 Craig Even though they lost, I think Scotland played again. (brilliantly / tonight) 2 John Craig, do you mean that? (really) I thought they were awful. (absolutely) 3 Craig I suppose you think England played. (well) 4 John No, I don’t. England play these days. (unfortunately / never / well) But they deserved to win. 5 Craig But you must admit that they were lucky. (incredibly) 6 Gary Craig, do you have anything good to say about England? (ever) 7 John They were lucky with their second goal. (to be honest / quite) 8 Craig Come on, John, England were lucky with both the first and second goals! (extremely) 9 Gary I thought both teams played (personally / badly), but at the end of the day, Craig, I’d say England were better in the second half. (a bit / especially) 10 John Well, they are playing Germany in Munich, so let’s see how they do. (next / there) b Complete the conversation with the correct adverbs from the list. absolutely actually always angrily a little badly earlier that day here in quarter of an hour incredibly naturally obviously quickly slowly well Director Jason, that was 1 absolutely marvellous, but you’ve got to get to the centre of the stage. Jason But I have to wait for Tanya to finish her line and she’s doing it too 2. Tanya Well, I could try saying it more 3 if you want me to. Director Yes, could you? Now, Jason, remember, when Tanya tells you she’s going to marry Henry, you know about it, because you heard them talking in the garden 4 , so you aren’t at all surprised. Jason Well, 5 I know about it, but I thought maybe I should pretend at first that I didn’t know. Director No, we want to see your emotion! You reacted very calmly, but 6 you’re not a 7 calm person at all. I want you to react , OK? Now the next scene. Sally, you were great. But, when you’ve finished reading Tanya’s letter, when you’re on the last couple of lines, pause 8 and look up at the audience. Let them feel how 9 you’ve been treated by her. Sally Do you want me to cry? I am 10 good at crying. 11 Director Not , not in this scene. Look out at the audience. 12 Tanya Can I just ask why you ask me to play horrible characters? Director Because you do it so 13 , darling. It just comes 14 to you. Right everyone, take a break and come back 15. ACTIVATION Write five sentences using the adverbs. Then compare your ideas with a partner. brilliantly fortunately gradually incredibly sadly 167 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 167 05/11/2019 10:29  4A GRAMMAR future perfect and future continuous Complete the conversations with the verbs in brackets in the future perfect or future continuous. 1 A I’m really looking forward to our trip to Paris on Friday. B Me, too! This time tomorrow we’ll be getting on (get on) the plane, and we (not think) about work! 2 A Do you think you still (work) here in ten years’ time? B Probably. But I hope I (be promoted) to Head of Department by then. 3 A Why are you walking so fast? B If we don’t hurry, by the time we get to the station, the train (leave). 4 A Oh no! My car won’t start and I need to pick up a friend at the airport. B You can borrow mine. I (not use) it today. 5 A Do you think it’s too late to phone Hilary? B No, it’s only eleven o’clock. Knowing her, she (not go) to bed yet. She still (watch) TV. 6 A Is this your son’s final year at university? B Yes, by this time next year, he (graduate), and he (look for) for a job. 7 A Shall I make some soup or something for your parents when they arrive? B Good idea! They’ll be starving, as they (not have) time for lunch. 8 A you (come) with us to see the new Marvel film tonight? B Sorry, I won’t – I still have lots of work to do. 9 A What time does your plane land? B At seven in the morning. you (pick me up) from the airport? A Of course. I always do! 10 A Mark and Paul are travelling around Asia. They’ve already been to China and Thailand. B Wow! How many countries they (visit) by the time they get back home? 11 A I’m fed up with all these exams. B Yes, but just think – we (finish) them all by Friday, and we (celebrate)! 12 A Tim’s going to South Africa next month, isn’t he? B No, he’s decided to wait. He (not save) enough money until at least July. ACTIVATION Write one thing that you’ll… 1 be doing at midday tomorrow. 2 have done by the end of next week. 3 have done a year from now. Work with a partner. Compare your sentences. Ask for more information. 168 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 168 05/11/2019 10:29  4B GRAMMAR zero and first conditionals, future time clauses Circle the correct answer. Sometimes two answers are possible. 1 I’ll have my mobile phone with me. 9 Please come in quietly because. a in case you need to call me a the children will be sleeping when you arrive b in case you’ll need to call me b the children will sleep when you arrive c in case you’ve needed to call me c the children are sleeping when you arrive 2 Phone him as soon as that report. 10 Take a jacket in case later. a you finish a it’ll have got cold b you’ve finished b it’s getting cold c you’ll finish c it gets cold 3 I’ll play football with you when. 11 Their flight was delayed, so they back until a I’ve had my dinner after midnight. b I’ll have my dinner a ’ll be c I have my dinner b won’t be c ’ll have been 4 I’m not going to go to the party unless. a you’ll go too 12 We’re going to have a picnic at the beach b you go too tomorrow unless. c you’ve gone too a it rains b it will be raining 5 Could you get me some milk if ? c it’s raining a you’ll go to the shop b you go to the shop 13 I book our flights until we’ve found c you’re going to the shop a hotel. a don’t 6 If the weather , we’ll go for a walk. b ’m not going to a will have improved c won’t b will improve c improves 14 If you want to improve your English,. a you’ll have to practise 7 I won’t tell my boss I’m leaving. b you have to practise a until I find a new job c you’ve had to practise b until I’m finding a new job c until I’ve found a new job 15 Come and say goodbye tomorrow. a before you’ll leave 8 If I don’t have breakfast,. b before you’ve left a I’ll be hungry all morning c before you leave b I’m hungry all morning c I’ll be being hungry all morning 15 11–15 Excellent. You can use conditionals and future time clauses very well. 8–10 Good. But check the rules in the Grammar Bank (Student’s Book p.139) for any questions that you got wrong. 0–7  This is difficult for you. Read the rules in the Grammar Bank again (Student’s Book p.139). Then ask your teacher for another photocopy and do the exercise again at home. ACTIVATION Complete the sentences with your own ideas. Then compare your ideas with a partner. 1 As soon as I get home, I. 2 If I don’t have time for breakfast,. 3 When I retire,. 4 You won’t get a good job unless. 5 Don’t forget to take in case. 6 I’m not going to until. 169 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 169 05/11/2019 10:29  5A GRAMMAR unreal conditionals Complete the sentences with the correct form of the verbs in brackets, using second or third conditionals. 1 They met in Paris at a conference. 1 2 If they hadn’t gone to the conference in Paris, they wouldn’t have met. (not go / not meet) 2 The curry doesn’t taste great. I should have put more spices in it. If I more spices in it, it better. (put / taste) 3 I’m not very happy in my present job. Maybe I should quit 3 4 and look for another. If I another job, I might happier. (find / be) 4 We got wet because you wouldn’t take the bus. You wanted to walk. We wet if we the bus. (not get / take) 5 6 5 Don’t swim in that river; there might be crocodiles. If I you, I in that river, there might be crocodiles. (be / not swim) 6 Laura fell in love with Tom. She left Liam. Laura Liam if she in love with Tom. (not leave / not fall) 7 He used the stolen credit card at a hotel, so the police found him. 7 8 If he the stolen credit card at a hotel, the police him. (not use / not find) 8 They don’t have enough money to buy a new car. They a new car if they afford one. (buy / can) 9 We didn’t go on the London Eye because the queue was too long. 9 10 We on the London Eye, if the queue so long. (go / not be) 10 They spend all their money on designer clothes. They can’t afford to go on holiday. If they all their money on designer clothes, they afford to go on holiday. (not spend / can) 11 I didn’t know you wanted to go to the concert. I didn’t buy you a ticket. 11 12 I you a ticket if I that you wanted to go to the concert. (buy / know) 12 Nicola isn’t very good at the piano because she doesn’t practise. Nicola so bad at the piano if she. (not be / practise) ACTIVATION Cover the sentences. Look at the pictures and try to remember the sentences. 170 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 170 05/11/2019 10:29  5B GRAMMAR wish for present / future, wish for past regrets a Complete the sentences with a verb from the list. For sentences 1–4, use the past simple. For sentences 5–8, use would / wouldn’t + infinitive. be call can live not have to not make not sing stop 1 I wish we lived in a bigger house. 3 I wish we afford to buy a 2 I wish my husband better at new car. cooking. 4 I wish I wear a suit to work. 5 I wish my mum all the time. 7 I wish my parents me practise Her voice is awful! the piano every day. 6 I wish the dog chasing the cat. 8 I wish my boyfriend me more often. b Complete the sentences using wish + past perfect 1 I didn’t apply for the job and now I regret it. I wish I’d applied for the job. 2 They didn’t put on sunscreen and now they’re burnt. sunscreen. 3 He broke up with his girlfriend and now he misses her. with his girlfriend. 4 We didn’t buy concert tickets yesterday and now they’re sold out. concert tickets yesterday. 5 I ate too much chocolate and now I feel sick. so much chocolate. 6 She dyed her hair and now she hates the colour. her hair. 7 We threw away some old books and now they’re worth a lot of money. the old books. 8 I had an argument with Sophie and now she isn’t talking to me. an argument with Sophie. ACTIVATION Write three sentences beginning I wish: one with the past simple, one with person + would, and one with the past perfect. Then compare your ideas with a partner. 171 English File fourth edition Teacher’s Guide Upper-intermediate Photocopiable © Oxford University Press 2020 4039819 EF4e Upper Int PCM_4pp.indb 171 05/11/2019 10:29  6A GRAMMAR used to, be used to, get used to a Circle the correct form. Inge I co