NEF Pre-Intermediate Supplementary Resources

Instructionsa Tell SS youre going to give them a memory

dictation. This is a good solid activity for the firstlesson, and it will help you to see how confidentthey are with writing, spelling, and punctuation.

b Tell SS to put their pens down and just listen. Thenread through this dictation text three times at asteady speed.

My names David and I come from Dublin inIreland. Im a student at Liverpool University. Im inthe first year and I study modern languages. In myfree time Im in a rock band with my friends andmy sister. This Saturday were going to play in aconcert and were all really excited about it!

c Then write the words in bold on the board like this,leaving room for the rest of each sentence:

d SS have to rebuild the text in pairs, using thewords on the board to help them. If they haveproblems, you can write extra words on the board.

e When theyve finished, ask each pair to read out asentence. Other pairs should listen and say ifanything is missing, or if everything is correct. Youcould get a student to complete the sentences onthe board.

f When everyone is sure theyve got the correct text,ask individual SS round the class to describethemselves using the text as a model, e.g. Mynames Ana and I come from Madrid

Oxford University Press 2006Photocopiable www.oup.com/[email protected]

1A Listening and writingDescription Students do a memory dictationLesson link Use this activity after exercise 2cTime 15 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

_________________ David _________________ Ireland.

_________________ student _____ Liverpool _____.

_________________ first _________________ modern languages.

_________________ rock band with _________________.

This Saturday _________________ concert _________________ excited _____.

Instructionsa Give out one worksheet to each student. SS

complete both texts, and compare their answers inpairs.

b Ask which text is Claire and which is Nina, and thencheck the answers.

Answers

Text 1 Nina, Text 2 Claire1 meeting 16 quiet2 shy / serious 17 shy3 serious / shy 18 talking4 friendly 19 silence5 fantastic 20 interested6 nice 21 saying7 attractive 22 answers8 tall 23 smoke9 dressed 24 attractive

10 shorts 25 English11 made 26 short12 effort 27 friendly13 see 28 end14 again 29 fun / extrovert15 relationship 30 extrovert / fun

c Ask SS how Claire and Nina agreed / disagreedabout Richard.


1B Vocabulary and readingDescription Students complete texts about Claire and NinaLesson link Use this activity after exercise 4cTime 20 minutesExtra material Print out and photocopy one Claire and Nina worksheet for each student

NewENGLISH FILE

Pre-intermediate

2 __________________

He seemed really 16quiet and 17______________ . I had to do most of the 18______________ , which isnt

something I really like doing, but we couldnt just sit there in 19______________! He didnt seem very

20______________ in what I was 21______________ , but whenever I asked him about himself he just gave

one-word 22______________ . At least he didnt 23______________! He was quite 24______________ , in an

25______________ kind of way. He had nice 26______________ hair and a 27______________ smile. But in

the 28______________ , he wasnt for me. I need someone more 29______________ and 30______________ .

talking smoke shy silence extrovert attractive interested answersEnglish saying end fun quiet friendly short

Oxford University Press 2006Photocopiable www.oup.com/elt/englishfile

Claire and NinaComplete the texts with the words. Then write Claire or Nina above each text.

nice serious again relationship attractive friendly meeting fantasticeffort tall shorts made see shy dressed

1 __________________

I enjoyed 1meeting Richard. He seemed a bit 2______________ and 3______________ at first, but after a

few minutes he was quite 4______________ . He said he thought my English was 5______________ ,

which was very 6______________ of him. I didnt think he was all that 7______________ . He wasnt very

8______________ , and he was rather badly 9______________ . He was wearing 10______________ and a

kind of blue and purple jumper. He hadnt 11______________ much of an 12______________! I think he

wanted to 13______________ me again, and Id like to meet him 14______________ as a friend, but I dont

think we could have a 15______________ .

1B worksheetNew

ENGLISH FILEPre-intermediate

Instructionsa After SS have completed Vocabulary Bank The

body, give each of them the puzzle to complete.Explain that SS need to read the clues and writethe words in the squares.

b When they have finished they should find a verticalword. This word is also a part of the body.

Answers

1 stomach2 teeth3 nose4 tongue5 lips6 hand7 heart8 hair9 ears

vertical word = shoulders


1C VocabularyDescription Students complete a puzzle with parts of the bodyLesson link Use this activity after exercise 1dTime 20 minutesExtra material Print out and photocopy one Body puzzle worksheet for each student

NewENGLISH FILE

Pre-intermediate


1C worksheetNew


Body puzzlea Read the clues and write in the words. All the answers are parts of the body.

b What is the vertical word?

Clues

1 Food goes into this to be digested.

2 These are white, and nobody has more than 32.

3 You smell with this.

4 This is in your mouth it helps you speak and eat.

5 You kiss with these.

6 Theres a 90% chance you write with your right one.

7 If youre unlucky in love, then this is sometimes broken.

8 This can be blonde, black, grey, red, even blue or green!

9 You hear with these.

2

3

4

6

7

8

9

1

5

Instructionsa SS can either work individually, in pairs, or in teams. Explain that

you will read out 15 definitions and that youll read each onetwice. SS have ten seconds to write down the answer, and thenyoull read the next.

b Start reading the definitions the challenge is for SS to get asmany answers as possible. If you need to make it easier for yourclass, write the first letter of each answer on the board. (Answersin italics below.)

c When youve read all 15 definitions, go round the class / pairs /teams asking how many correct answers they got more than10 would be very impressive!

d Then tell SS that all the answers are on pages 158 and 159 oftheir Students Book. Tell SS to look at those pages, and read allthe clues again one by one, asking SS to shout out the answerswhen they know them. (Pages 158 and 159 are part of theSound Bank, so focus on the correct pronunciation of thewords!)

e For more practice, give SS the answers and see if they canremember the definitions.


1D Grammar, vocabulary, listeningDescription Students practise understanding definitions to prepare for the Speaking sectionLesson link Use this activity after exercise 4cTime 15 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

1 Its a black-and-white-striped animal which lives in Africa. zebra2 Its a thing which you use to put cut flowers in. vase3 Its a kind of hat that has a part at the front to protect your eyes from the sun. cap4 Its a game that two people play with black and white pieces. chess5 Its an animal with a long tail which climbs trees, eats fruit, and lives in hot countries. monkey6 Its a thing which helps to keep your trousers up. belt7 Its a person whos between 13 and 19 years old. teenager8 Its a woman who people think has magic powers. witch9 Its something which businessmen wear round their necks. tie

10 Its something that police officers, soldiers, and schoolchildren wear. uniform11 Its a boat, sometimes with a motor, which is used for pleasure, usually on the sea. yacht12 Its a brightly-coloured tropical bird which can sometimes speak. parrot13 Its the name for two brothers or sisters who were born at the same time. twins14 Its a long thin animal which is sometimes poisonous. snake15 Its the English word for the person who is your brothers or sisters son. nephew

Instructionsa Write these verbs on the board:

keep

spend

sleep

b Ask SS what the past tense forms of the verbs are.Elicit the answers and write them next to theinfinitives:

keep kept

spend spent

sleep slept

c Ask SS which two verbs have exactly the samesound in the ending.

Answer: kept and slept

d Now write these verbs on the board:

lose grow

fly cost

wake let

go break

send meet

think catch

e In pairs, SS put these verbs in the past tense, andthen match those with the same sound, like kept slept. The spelling isnt important for this exercise,only the pronunciation of ending.

f Get feedback as a class.

Answers

lost costflew grewwoke brokewent sentthought caughtlet met


2A PronunciationDescription Students group irregular past tense verbs by soundLesson link Use this activity after exercise 4dTime 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa To give SS more practice with identifying and saying

the /@/ sound, tell them to look at Text 2 on page18 again.

b Ask SS to work individually and to read the text tothemselves in their heads, concentrating on the /@/sound. Ask them to try to identify where the soundoccurs.

c Ask how many /@/ sounds SS found. (There are 22.)

d Go through the answers as a class.

Answers

In 1989, I was working in London on a story whensuddenly I heard the news that the Russians wereplanning to make Berlin an open city. So I got on aplane. When I arrived in Berlin many people, youngand old, were attacking the wall with stones. Thewoman in the photo was shouting, I hate it, I hate it.


2B PronunciationDescription Students identify the /@/ sounds in a textLesson link Use this activity after exercise 4eTime 10 minutesExtra material None

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Pre-intermediate

Instructionsa This activity gives your SS extra grammar practice

within a popular topic. If you want, preteach theword gig this is a more informal word thanconcert and only refers to pop / rock / jazz, etc.,whereas concert is more general and covers anykind of music.

b Ask SS Who has been to a concert recently / thisyear? Put SS in groups of three or four so that eachgroup has at least one person who has been to aconcert.

c Tell SS to interview the SS who have been toconcerts. Write the following prompts on the board.

Who / play?Where?How much / tickets?Who / buy tickets?Where / buy them?Who / you go with?How long?Songs / band play?When start? Finish?Best song?

SS use these prompts to make questions tointerview their concert-goer. Remind SS that somequestions are made with auxiliaries and somewithout if your class need more support, you maywant to go through the correct forms of thequestions before SS ask them.

d If all SS have been to a concert, change roles afterthree minutes so interviewers becomeinterviewees.

e Feed back in class ask each group to describe theconcerts theyve been to.

Possible questions

Who played in the concert?Where was the concert?How much were the tickets?Who bought the tickets?Where did you buy them?Who did you go with?How long was the concert?What songs did the band play?When did the concert start? When did it finish?What was the best song?


2C Grammar and speakingDescription Students discuss concerts / gigs using questions with and without auxiliariesLesson link Use this activity after exercise 2cTime 15 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa Read out these questions. SS have to write down

the answers individually.

- If youre meeting someone in caf and theyre late,how long do you wait for them?

- What do you have for breakfast if youre in a hurry?

- What CD are you playing most often at the moment?

- Do you always answer when someone knocks onyour door?

- When you take someone to lunch, which restaurantor caf do you usually choose?

- Who was the last person who invited you to dinner?

b SS compare their answers in pairs.

c Then SS try to write down the questions you asked.This will focus them on both question formationand on the verb phrases in the lesson.

d Go through the questions on the board youllprobably need to accept correct alternatives.


2D Listening and writingDescription Students practise verb phrases from lesson 2DLesson link Use this activity after exercise 3bTime 10 minutesExtra material None

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Pre-intermediate

Instructionsa Give each student a copy of the Rima in London

worksheet.

b A stronger class could try to complete someof the gaps before listening again. Otherwise playthe tape/CD, pausing after each gap for SS to complete it.

c Get SS to check their answers on page 120 of theStudents Book.

Answers

1 Im working in a restaurant2 Are you still living in your friends flat?3 When are you going back to Lithuania?4 Were getting married next month.5 So, are you going to stay in London?6 Are your family coming to the wedding?7 Im getting married

d For each of the gaps, ask Is this talking about thepresent or the future?

Answers

1 present2 present3 future4 future5 future6 future7 future

3.1


3A Listening and grammarDescription Students complete gaps in listening script 3.1Lesson link Use this activity after exercise 3bTime 15 minutesExtra material Print out and photocopy one Rima in London worksheet for each student

NewENGLISH FILE

Pre-intermediate


Rima in LondonInterviewer So Rima, did you find a job as an au pair?

Rima Well, I found a job, but not looking after children. 1________________________________ an Italian restaurant. Im a waitress. I work very long hours!

Interviewer Was it difficult to find a job?

Rima No. There are lots of jobs in restaurants, hotels, cleaning, things like that.

Interviewer 2________________________________?

Rima Yes, because its very expensive here and I cant afford to rent my own flat. London is incredibly expensive!

Interviewer Your English is much better!

Rima Well, a bit better, but I dont go to classes, because I dont have time. As I said, I work very long hours in the restaurant. But I watch a lot of English TV, and I speak English at work.

Interviewer 3________________________________?

Rima I dont know. My plans have changed a bit.

Interviewer Why?

Rima Well, I met someone in the restaurant. Hes the chef. 4________________________________.

Interviewer Congratulations! Is he from Lithuania too?

Rima No, hes Italian. From Naples. Hes a fantastic cook.

Interviewer 5________________________________?

Rima Yes. Im very happy here now. We both really like London our dream is to open a restaurant together one day.

Interviewer 6________________________________?

Rima No! They dont even know 7________________________________! You see, they want me to go back to Lithuania.

Interviewer Well, good luck with everything, Rima.

3A worksheetNew


Instructionsa Ask SS if they think seeing a black cat means good

luck or bad luck. (The answer will depend on thecountry youre in.) Preteach the word superstition.

b Hand out the Old English superstitions worksheet.SS match the A and B sentences. Sometimes theylljust need to guess! (These are all real superstitions,though some of them arent well known.)

c Check answers in class. Ask SS if they believe anyof these superstitions, or if there are any similarones that they know.

Answers

1 d 6 j2 f 7 i3 b 8 a4 g 9 h5 c 10 e


3B ReadingDescription Students match halves of old English superstitionsLesson link Use this activity after exercise 1fTime 15 minutesExtra material Print out and photocopy one Old English superstitions worksheet for each student or pair of students

NewENGLISH FILE

Pre-intermediate


Old English superstitionsSylvia did all these things yesterday what will happen to her?Match the pairs of sentences.

1 I saw a cat washing behind its ears. nn a That means youll get married soon.

2 I saw a white butterfly. nn b That means that someone you know will have a baby boy.

3 I had a dream about blue clothes. nn c That means youll travel soon.

4 I put my shoes on the table to clean them. nn d That means itll rain.

5 My feet itched. nn e That means youll fail your exam today.

6 My hand itched. nn f Youll have good luck for a year.

7 I threw a coin in a fountain. nn g That means youll have bad luck for the rest of the week.

8 I dropped a box of matches. nn h That means youll soon have a visitor.

9 A bee flew into my house. nn i That means youll return in the future.

10 I washed my hair. nn j That means youll find some money.

3B worksheetNew


Old English superstitionsSylvia did all these things yesterday what will happen to her?Match the pairs of sentences.

1 I saw a cat washing behind its ears. nn a That means youll get married soon.

2 I saw a white butterfly. nn b That means that someone you know will have a baby boy.

3 I had a dream about blue clothes. nn c That means youll travel soon.

4 I put my shoes on the table to clean them. nn d That means itll rain.

5 My feet itched. nn e That means youll fail your exam today.

6 My hand itched. nn f Youll have good luck for a year.

7 I threw a coin in a fountain. nn g That means youll have bad luck for the rest of the week.

8 I dropped a box of matches. nn h That means youll soon have a visitor.

9 A bee flew into my house. nn i That means youll return in the future.

10 I washed my hair. nn j That means youll find some money.


3C Vocabulary and speakingDescription Students practise verbs + backLesson link Use this activity after exercise 4cTime 15 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa Write these sentences on the board.

b In open class, ask SS what the missing words are.

Answers

callgopaygivecometake

c Put SS in pairs. Each pair chooses three of thesentences and writes a mini-dialogue for eachsentence the dialogue must end with thesentence. Monitor and help with any vocabularythey need.

d Ask each successive pair round the class to act outone of their dialogues, but not saying the last line.The other pairs listen and say the last line as fast asthey can. Go round the class three times till all thepairs have acted out all their dialogues.

Thats OK, Ill c________ back in ten minutes.Yes, Id love to g________ back one day.But I promise Ill p________ you back!Dont worry, Ill g________ it back to you tomorrow.Get out, and dont c________ back!I cant t________ it back to the shop, I got coffee on it.


3D ReadingDescription Students put sentences in the correct order to describe two dreamsLesson link Use this activity after exercise 5Time 10 minutesExtra material Print out and photocopy the Two dreams worksheet one copy for each pair of students

NewENGLISH FILE

Pre-intermediate

Instructionsa Give each pair of SS a copy of the Two dreams

worksheet. Tell SS that they have a description oftwo dreams, but that the sentences are in thewrong order. Give them three minutes to put thedescription in the right order by numbering thesentences 1 to 10. There is a line before eachsentence for SS to write their number.

b When theyve finished, check answers as a class.

Answers

1 When I left my last job I had two strange dreams.2 In the first one I was in a city.3 I was walking down a street and I heard lots of

people speaking.4 But when I listened to them, I couldnt

understand anything they said.5 In the dream I felt very cold and I woke up

feeling very frightened.6 In another dream, after I found a new job, I was

in a jungle.7 It was very green and there were hundreds of

beautiful birds everywhere.8 They were flying around me and making a

terrible noise.9 I said something I dont remember what and

they suddenly went silent and watched me fromthe trees.

10 And that was the end, but in this second dream Ididnt feel frightened at all. It all seemed quitenormal!

c Ask SS in their groups to discuss the dreams. Whatdo they think they mean?

Possible answers

In the first dream the person feels lost and alone,probably because theyve just left their job.

In the second dream theyre surrounded by strangethings, but they feel much more confident theydont know exactly whats happening, but their newjob is exciting.


3D Two dreamsNew


___ They were flying around me and making a terrible noise.

___ It was very green and there were hundreds of beautiful birds everywhere.

___ In the first one I was in a city.

___ When I left my last job I had two strange dreams.

___ But when I listened to them, I couldnt understand anything they said.

___ I said something I dont remember what and they suddenly went silent and

watched me from the trees.

___ In another dream, after I found a new job, I was in a jungle.

___ And that was the end, but in this second dream I didnt feel frightened at all.

It all seemed quite normal!

___ In the dream I felt very cold and I woke up feeling very frightened.

___ I was walking down a street and I heard lots of people speaking.

1


4A SpeakingDescription Students brainstorm international shopsLesson link Use this activity at the beginning of the lessonTime 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa With Students Books closed, ask SS if they can

think of any shops which operate in more than onecountry. Write their suggestions on the board.

b Then for each shop discuss these questions as a class.

Which country did they first open in?

What do they sell?

Are they cheap or expensive?

Why are they successful?

Are they better than local shops?

Do you ever shop there? How often? What do you buy?

Instructionsa If your SS need more practice with the consonant

sounds from the pronunciation and speaking, writethe following sentences on the board (NB in theStudents Book each sound only appears in onesentence here theyre mixed up in differentsentences):

Johns just eaten his jam sandwich.

Henry hates the yellow uniform.

Julias changing her judo teacher.

Have your young children just got a new computer?

Hugh put the juice in the fridge.

b Ask SS to identify all the /h/ sounds in thesentences a student could come up to the boardto do this, perhaps in a particular colour pen, withthe rest of the class telling them where the /h/sounds are.

c Then do the same for the /j/ and /d/ sounds.

Answers

/d/ohns /d/ust eaten /h/is /d/am sandwich.

/h/enry /h/ates the /j/ellow /j/uniform.

/d/ulias chan/d/ing /h/er /d/udo teacher.

/h/ave /j/our /j/oung children /d/ust got a n/j/ewcomp/j/uter?

/h//j/ugh put the /d/uice in the fri/d/.

d Finally, go round the class asking SS to read thesentences off the board. If SS are having troublepronouncing the sounds, do this exercise as achoral drill.


4B PronunciationDescription Students practise identifying and pronouncing /h/, /j/ and /d/Lesson link Use this activity after exercise 3aTime 5 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa Write these activities on the board:

b Ask SS to work individually and write down howmany minutes they spend on each activity on atypical day.

c Then put SS in small groups and get them toexchange and discuss their results.

d Feed back in class were SS similar in their use oftime, or were there any big differences?


4C SpeakingDescription Students rank everyday activities according to how long they spend doing themLesson link Use this activity at the beginning of the lessonTime 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

reading emailswatching TVreading a bookbrushing your teethtravellingeating lunchstudying Englishhaving breakfast


4D SpeakingDescription Students practise phrases used by (and to help) touristsLesson link Use this activity after exercise 1cTime 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa As a class look at the picture of a tourist on p.46 of

the Students Book. Tell SS to imagine that the manin the picture is in their city. Ask SS What can yousay to the tourist? Write SS suggestions on theboard.

Possible answers

Can I help you?Do you need any help?Are you OK?Are you lost?Where are you going?What are you looking for?

b Now tell SS to imagine that they are tourists in anEnglish-speaking country. What can they say to gethelp from a passer-by? Again, write all SSsuggestions on the board.

Possible answers

Excuse me. Can you help me?Im lost. Can you tell me where I am?Can you show me on the map?Im looking for / Im trying to find

c Now you have offers of help and requests for helpon the board. Tell SS that theyre going to role playconversations between a tourist and a local in theirtown. First each student should think ofsomewhere theyre trying to find.

d SS mingle and role play the conversations.


5A SpeakingDescription Students think of things to say and not to say at partiesLesson link Use this activity after exercise 3Time 10 minutesExtra material Print out and photocopy the What to say at parties worksheet for each group of students

NewENGLISH FILE

Pre-intermediate

Instructionsa Copy the What to say at parties worksheet for each

group of three to four SS. SS are going to copy theidea of the text on p. 53 of New English File Pre-intermediate Students Book, but this time they aregoing to give the advice of what to say to people atparties.

b When SS have completed the worksheet with theirideas, each group reads their suggestions out to theclass. The class votes on the best suggestions foreach job. The winning group is the one who hasthe most votes.

c If your class is not very talkative, you could cut upthe possible answers below for SS to match thejobs and answers.

Possible answers

If youre talking to a police officer, Dont say: Crime is very bad in this town.Say: Your job must be very exciting!

If youre talking to a university student, Dont say: Students are always going out and dont

do any work.Say: Youre studying History! What a

good idea.

If youre talking to a mother of small children, Dont say: Are you tired all the time?Say: Children are a lot of fun!

If youre talking to a taxi driver, Dont say: Taxis are so expensive!Say: Whats the longest trip youve ever done?

If youre talking to a vet, Dont say: Your job is very stressful.Say: What are the most interesting animals

youve seen?

If youre talking to a politician, Dont say: Taxes are too high!Say: What do the government buildings look

like inside?


What to say at parties

If youre talking to a police officer,

Dont say:

Say:

If youre talking to a university student,

Dont say:

Say:

If youre talking to a mother of small children,

Dont say:

Say:

If youre talking to a taxi driver,

Dont say:

Say:

If youre talking to a vet,

Dont say:

Say:

If youre talking to a politician,

Dont say:

Say:

5A SpeakingNew


Instructionsa Lesson 5B of New English File Pre-intermediate

Students Book looks at verb patterns, including theverb dream.

b Write the following on the board.

dream burn light learn spell

c Ask SS to write down the past tense of each ofthese verbs. When they have finished, do notdiscuss answers but ask SS to write down anotherpast tense for each verb. These are special verbs inEnglish, which have two past simple forms.

d When SS have tried again, elicit answers and writethem on the board.

Answers

dream dreamt, dreamedburn burnt, burnedlight lit, lightedlearn learnt, learnedspell spelt, spelled

e As a final conclusion, tell SS that there is nodifference in meaning or use between these twospellings. They will see both used and both formsare common. In these five cases as well, there is nodifference between British and American English:both forms of the verb are used in both cases.


5B GrammarDescription Students look at past tense verbs that are similar to dreamLesson link Use this activity after exercise 4Time 5 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa Ask SS Are people more polite or less polite than fifty

years ago? Tell them many people think that peopleare less polite today. Suggest that as a class they canmake people more polite by making new rules.

b Write From now on on the board. Ask SS if theyknow what it means. Elicit or pre-teach that this termmeans starting now and continuing into the future.Then add to the sentence: From now on peoplemustnt

c Write the following places on the board:

in our classroomon the roadin the streeton the busin restaurantsin the cinema

d Tell SS they have to make a new rule for each placeusing the phrase From now on people mustnt.

e As SS may need some new words to complete thisexercise, e.g. chew (gum), spit, let SS look up amaximum of five words in their dictionaries to help them.


5C SpeakingDescription Students practise modal verbs by inventing rulesLesson link Use this activity after exercise 1Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa Write the words across, along, into, over, round,

through, and towards on the board. Ask SS What isthe grammar name for these words? (Answer: prepositions).

b Make a copy of the My great goal worksheet foreach pair of SS. Tell SS that the prepositions on theboard have all been removed from the text andthey need to write them back in. There are no gapsbecause SS must also find the places where eachpreposition should go.

c If you prefer, you could take the Answers text andplace it in the Clozemaker on the English Filewebsite www.oup.co.uk/elt/englishfile/preintermediate. This will remove different wordsfor SS to gap. All the language in the text comesfrom lesson 5D.

d If your class is very interested in sport, they mightwant to talk about their own sporting successstories. Encourage SS to do this as a follow-upactivity, but dont concentrate too much onaccuracy and correction. Talking about positiveexperiences in English is a very enjoyable andmotivating part of the learning process, and toomuch correction can make SS feel that people arenot listening to what they actually say.

Answers

Everyone remembers their greatest goal. I scoredmine about twenty years ago when I was playingfootball at school. It started in my teams penaltyarea. My friend Jim kicked the ball along the groundto Mike on the right wing. Mike kicked it throughanother players legs and it came towards me. Adefender was in front of me but I was quick and Iran round him. I was on the halfway line and I sawthe goalkeeper was in the wrong position. I kickedthe ball over all the other players, across the wholepitch, and into the goal! It was incredible! Everyonelooked at me and I just stood there. It was the mostamazing goal of my life, because I scored it from thehalfway line into a hockey goal! And a hockeygoal is half the size of a normal football one!Fantastic!


5D GrammarDescription Students put prepositions of movement into a textLesson link Use this activity after exercise 4Time 10 minutesExtra material Print out and photocopy the My great goal worksheet for each student - cut up

NewENGLISH FILE

Pre-intermediate


5D GrammarNew


My great goalEveryone remembers their greatest goal. I scored mine abouttwenty years ago when I was playing football at school. Itstarted in my teams penalty area. My friend Jim kicked the ballthe ground to Mike on the right wing. Mike kicked it anotherplayers legs and it came me. A defender was in front of mebut I was quick and I ran him. I was on the halfway line and Isaw the goalkeeper was in the wrong position. I kicked the ballall the other players, the whole pitch, and the goal! It wasincredible! Everyone looked at me and I just stood there. It wasthe most amazing goal of my life, because I scored from thehalfway line a hockey goal! And a hockey goal is half thesize of a normal football one! Fantastic!

My great goalEveryone remembers their greatest goal. I scored mine abouttwenty years ago when I was playing football at school. Itstarted in my teams penalty area. My friend Jim kicked the ballthe ground to Mike on the right wing. Mike kicked it anotherplayers legs and it came me. A defender was in front of mebut I was quick and I ran him. I was on the halfway line and Isaw the goalkeeper was in the wrong position. I kicked the ballall the other players, the whole pitch, and the goal! It wasincredible! Everyone looked at me and I just stood there. It wasthe most amazing goal of my life, because I scored from thehalfway line a hockey goal! And a hockey goal is half thesize of a normal football one! Fantastic!

Instructionsa Ask SS where are the people travelling to in the

story Murder on the Orient Express? Elicit Veniceon the board. Ask SS what is the name of this city inItalian? Elicit Venezia. Under Venice write Englishname and under Venezia write local name.

b Write the following on the board:

Mnchen Den Haag

Genve Lisboa

Warszawa Kbenhavn

Firenze Praha

Wien

c Tell SS all of these words are cities in Europe. Youhave written the local name of the cities. SS mustnow work in pairs to write the English names.

d Feed back as a class. Ask one student to come tothe board and write the English names as theirclassmates shout out the answers.

e As a follow up, ask SS whether British or Americancities have different names in their languages.

Answers

Mnchen Munich, Germany

Genve Geneva, Switzerland

Warszawa Warsaw, Poland

Firenze Florence, Italy

Wien Vienna, Austria

Den Haag The Hague, the Netherlands

Lisboa Lisbon, Portugal

Kbenhavn Copenhagen, Denmark

Praha Prague, the Czech Republic


6A SpeakingDescription Students learn cities with different names in English and in their local languageLesson link Use this activity after exercise 5Time 5 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa In lesson 6B SS have read about the Australian

crocodile. Now SS read another text about snakesand focus on nine True or False sentences on it.

b Give each student a copy of the Snakes in Britainworksheet. Give SS five minutes to do the activity.Before giving SS the answers, give SS a minute todiscuss their answers with a partner.

Answers

1 True. You might think of serpents snoozing in trees.

2 False. There are three (the slowworm is a lizard).

3 True. It is venomous.

4 False. This is rare.

5 False. They are harmless.

6 True. They are common.

7 False. Slowworm skeletons have signs of where theyonce had legs, but they dont have legs now.

8 False. The climate is almost identical.

9 False. The author does not give his own opinion but says whatever the reasons and calls this storya legend.


6B ReadingDescription Students read a text on British snakes and focus on True or False sentencesLesson link Use this activity after exercise 6Time 10 minutesExtra material Print out and photocopy the Snakes in Britain worksheet for each student

NewENGLISH FILE

Pre-intermediate


6B ReadingNew


Read the text and mark the sentences True (T) or False (F).

1 People think of snakes in the rainforest sleeping all day.

2 There are four kinds of snake in England.

3 The adder is poisonous.

4 Adders are often completely black.

5 Grass snakes are very dangerous to people.

6 There are many smooth snakes in Britain.

7 Slowworms have legs.

8 The weather is very different in the islands of Ireland and Great Britain.

9 The author believes Saint Patrick removed the snakes from Ireland.

Snakes in Britain If someone asked you where do snakes live?, you might think of rattlesnakesin the desert, or serpents snoozing in trees in the tropical rainforest. Certainly,you wouldnt think that these cold-blooded reptiles would enjoy the rain andmist of Northern Europe. But snakes really are amazing creatures and theyseem to get everywhere, and, believe it or not, Britain is home to some nativespecies of snake.

The most famous is the adder, which is actually a kind of viper. Yes, this snakeis venomous, but it is most dangerous to small children. You can identify iteasily as it is yellow, with a black zigzag pattern on its back. But sometimes yousee a rare example: the black adder.

After the adder, but not dangerous at all, is the common grass snake. This ismuch smaller than the adder, a green colour, long and thin, and completelyharmless to people.

The third snake that inhabits Great Britain is the smooth snake. Its not asfamous as the adder and the grass snake, but they are pretty common if youget out into the countryside and look carefully.

There is another strange animal I should mention which is the slowworm. Thisis a silver animal that looks almost identical to a snake. But its skeleton still hassigns of where it once had legs: because the slowworm is actually a lizard. Ifyoure in Britain, you might see one as they like to live in peoples gardens.

The strange thing is that the island of Ireland has no snakes at all, even thoughit has almost identical climate and geography to Great Britain. The legend isthat when Saint Patrick came to Ireland, he sent all the snakes out of thecountry and into the sea. Whatever the reason, one thing is true: to this dayIreland is free of snakes.

Instructionsa Read out the word communicate to the class and

ask them to write it down. Elicit the correct spelling and explain that writing down a wordcorrectly is to spell.

b Place SS in pairs and give one student in each pairlist A, and the other student list B. Tell Student A toread all their words to Student B. Student B mustwrite the words and spell them correctly. Thenchange roles so Student B reads their list toStudent A. As an alternative, if you want SS topractise the alphabet too, they could spell thewords aloud.

c SS exchange written answers and correct eachothers work. Find out which student in the classgot the highest score.


6C VocabularyDescription Students practise spellings of difficult words from lesson 6CLesson link Use this activity after exercise 5Time 10 minutesExtra material Print out and photocopy the A and B spelling lists worksheet

NewENGLISH FILE

Pre-intermediate


6C VocabularyNew


List A: List B:indecisive imagination

election confuse

obligation possibility

trousers restaurant

educate translate

relaxed wedding


election confuse


trousers restaurant

educate translate

relaxed wedding


election confuse


trousers restaurant

educate translate

relaxed wedding


election confuse


trousers restaurant

educate translate

relaxed wedding


election confuse


trousers restaurant

educate translate

relaxed wedding


election confuse


trousers restaurant

educate translate

relaxed wedding

Instructionsa Make a copy of the It costs so much! worksheet for

each pair of SS. SS read the paragraph individuallyand then in pairs discuss the questions, usingshould. If you have a single nationality class orgroups of SS of the same nationality, group themtogether. However, SS should be able to exchangeinformation with a partner from a different country.

b Follow up with a whole class discussion who hasthe best travel tip?


6D SpeakingDescription Students give advice for visitors to their country using shouldLesson link Use this activity after exercise 2Time 15 minutesExtra material Print out and photocopy the It costs so much! worksheet for each student

NewENGLISH FILE

Pre-intermediate


6D SpeakingNew


Whats the cheapest way to get from the airport to the centre of town?

Is there a special ticket for cheap transport in cities?

Is there good transport in the countryside or should I hire a car?

What time should I get the train to get the cheapest prices?

If I want a cheaper price train or bus ticket, what should I do?

What other things should I do in your country to save money on transportation?

Is there anything else I should know (extra fares in taxis, for example)?

It costs so much! Whenever I go abroad I worry about money. On the one hand, I dontunderstand the notes and the coins in other countries and I can neverremember the exchange rate. I always buy presents in the tourist areasand pay twice the normal price, or I buy things in the airport where theyseem cheap but are really expensive!

But my biggest worry when Im in another country is transport. Becausein your own country you know how public transport works. You knowhow much a taxi should cost (probably a lot). But most important, youknow the best times to travel, and you know all those cheap tickets thatvisitors just never know about. So maybe you can help me by answeringthese questions about travel in your country because the problem withtransport is, it costs so much!

Instructionsa Tell SS that the problem with the vowel sounds /I/

and /I;/ is that this can make one word sound like acompletely different one. Tell SS you are going toread out words and they have to write the answersdown correctly, based on which sound they hear.

b Read out the following words in any order(suggested order below).

1 live 9 teens

2 tins 10 seat

3 feel 11 been / bean

4 kiss 12 bin

5 keys 13 sleep

6 sit 14 slip

7 feet 15 fit

8 leave 16 fill

c When you have read out all the words checkanswers as a class. You can continue by asking SSto read out one of the words and their classmatesto guess or identify which one they are saying.


7A PronunciationDescription Students practise minimal pairs with /I/ and /i;/Lesson link Use this activity after exercise 4Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa In lesson 7B SS have been reading texts about famous

film directors. In the texts on Tarantino and Hitchcock,the texts either included present perfect or past simple.Now SS reassemble a text on Steven Spielberg whichincludes examples of both tenses, so SS can see howthey interlink.

b Make a copy of the Steven Spielberg worksheet for eachpair of SS. You could cut the paragraphs up if you wishfor SS to assemble. Tell SS they have to put the text inthe correct order.

c When they have finished, feed back as a class.

d Finally ask SS to find examples of the past simple andthe present perfect in the text.

Answers

Correct order is: K, F, D, A, L, I, B, H, G, C, E, JK Steven Spielberg was born in Cincinnati, USA, in 1947.F He grew up in Arizona, in the desert.D Because he grew up in the desert, he loved the film

Lawrence of Arabia.

A This 1962 film has been a big influence on his work.L His first blockbuster was Jaws, which starred

Richard Dreyfuss.

I He is one of many famous actors that Spielberg hasworked with.

B Others include Harrison Ford, and he has recentlyworked with Tom Cruise on Minority Report and War of the Worlds.

H Of course, he has also directed films on very serious themes.

G For these more serious films, he has won the bestdirector Oscar twice.

C But as well as a great director, Spielberg has also beena businessman.

E His most famous business has been the DreamworksSKG film studio.

J He founded this company in 1995 with David Geffenand Jeffery Katzenberg.


7B ReadingDescription Students re-assemble a text about Steven SpielbergLesson link Use this activity after exercise 3Time 10 minutesExtra material Print out and photocopy the Steven Spielberg worksheet for each pair of students

NewENGLISH FILE

Pre-intermediate


7B ReadingNew


Steven Spielberg A This 1962 film has been a big influence on his work.

B Others include Harrison Ford, and he has recently worked with Tom Cruise on Minority Report and War of the Worlds.

C But as well as a great director, Spielberg has also been a businessman.

D Because he grew up in the desert, he loved the film Lawrence of Arabia.

E His most famous business has been the Dreamworks SKG film studio.

F He grew up in Arizona, in the desert.

G For these more serious films, he has won the best director Oscar twice.

H Of course, he has also directed films on very serious themes.

I He is one of many famous actors that Spielberg has worked with.

J He founded this company in 1995 with David Geffen and Jeffery Katzenberg.

K Steven Spielberg was born in Cincinnati, USA, in 1947.

L His first blockbuster was Jaws, which starred Richard Dreyfuss.

Instructionsa Ask SS to look at the cartoon at the top of p. 80 in

lesson 7C. Can they find three things the boys areplaying with in the picture? Do they know thenames in English? The boys are playing with aconker, a paper aeroplane, and a catapult.

b SS might think the conker (held by the boy on theleft of the picture) is a yo-yo, but it is not. Read outthe following to the SS:

This boy is holding a conker. This is a special kind ofnut on a string. It is used in an old childrens game inBritain. Two people play. Both players have a conker ona string, like in the picture. One player holds the conkerin the air, like the boy in the picture. Another playerswings their conker into it. They are trying to break theother persons conker. If you break the other playersconker, you win.

c Ask SS if they can remember any childrens gamesthat they used to play, or that used to be played intheir country. Encourage them to describe thegame. It might be easier for SS to draw a picturefirst to help explain how the game works.

d SS discuss the games in small groups, trying to use used to.

e If you have a single nationality class, in groups, all the SS could describe the same game. Thenfeedback as a class and see if everyone agrees.Maybe some SS played the game differently.Perhaps there are regional differences.


7C SpeakingDescription Students practise used to by talking about childrens gamesLesson link Use this activity after exercise 4Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Instructionsa In lesson 7D SS have learned a lot of new

vocabulary. Some of these are unusual words, likepaste. Others are common words, but difficult tospell, like medicine. Put SS in pairs and ask them tofind ten words from lesson 7D in the wordsearch.The words may be vertical, horizontal, or diagonal.If SS need help, let them look at pp. 8283 in NewEnglish File Pre-intermediate Students Book.

b If you have a weaker class, you could give thewords to SS to find. The words they have to find (inalphabetical order) are: biro, bomb, detective,dishwasher, Finnish, material, medicine, nylon,paste, spider.

Answers


7D VocabularyDescription Students practise the spelling of new words by doing a wordsearchLesson link Use this activity after exercise 3Time 10 minutesExtra material Print out and photocopy the Wordsearch worksheet for each student - cut up

NewENGLISH FILE

Pre-intermediate

D D E T E C T I V E

S I F E K R E S U M

M A S I N Y L O N A

E T B H N W V I L T

D P O J W N A P F E

I A M P C A I D G R

C S B Q R A S S Y I

I T B I R O K H H A

N E P P E L S X E L

E O D V S P I D E R


7D VocabularyNew


Wordsearch

D D E T E C T I V E

S I F E K R E S U M

M A S I N Y L O N A

E T B H N W V I L T

D P O J W N A P F E

I A M P C A I D G R

C S B Q R A S S Y I

I T B I R O K H H A

N E P P E L S X E L

E O D V S P I D E R

Wordsearch

D D E T E C T I V E

S I F E K R E S U M

M A S I N Y L O N A

E T B H N W V I L T

D P O J W N A P F E

I A M P C A I D G R

C S B Q R A S S Y I

I T B I R O K H H A

N E P P E L S X E L

E O D V S P I D E R

Instructionsa In lesson 8A SS listened to a story about Sven and

a weekend that he spent in a lift. Tell SS that whenthis happens you say Sven got stuck in a lift for aweekend! Elicit that stuck is the past participle ofstick (stick, stuck, stuck).

b Tell SS they are going to discuss times when theygot stuck. Tell them they are going to tell stories inthe past simple. Write the following questions onthe board:

c Give them five minutes to prepare a true storyabout themselves. To give extra help, let SS usedictionaries to look up a maximum of five words.Write the following prompts on the board to helpSS compose their stories:

Where did it happen?

Why were you there?

Who was with you?

Were you calm or did you panic?

How long did it last?

How did it end?

Did it change your behaviour in some way?

For the last question point out that in the listening,Svens behaviour changed after his experience,because he stopped taking the lift and startedwalking up the stairs.

d SS in pairs tell their stories.


8A SpeakingDescription Students discuss situations when they have been stuck somewhereLesson link Use this activity after exercise 6Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Have you ever got stuck in another country?

because of bad weather?

on public transport?

Instructionsa In lesson 8B SS have been reading about Tariq, a

record producer. Now SS are going to listen to atext and write down as much information as theycan about a woman called Tania. She is the sameage as Tariq, but they have very different lifestyles.First SS work in small groups of three. Read out TheIron Woman text and tell SS to write down only sixwords that they hear. Read the text at a natural,native speaker speed.

b Now read the text to SS again and this time tellthem to write down as many words as they can.This time read the text a little more quickly.

c Explain that SS must now try and reconstruct thetext in their groups, using only their notes. Theyshould try to make the text as close to the originalas possible.

d Ask SS to read their finished paragraphs to theclass. Then hand out copies of The Iron Womanworksheet. Ask SS what kind of words they didnthear and didnt write down. These words may wellinclude many of the target phrases of the lesson,such as too, not enough, as these words are oftensaid quickly and are difficult to hear.


8B ListeningDescription Students do a dictagloss based on an original textLesson link Use this activity after exercise 2Time 15 minutesExtra material Print out and photocopy The Iron Woman worksheet for each student - cut up

NewENGLISH FILE

Pre-intermediate


8B Listening New


The Iron Woman How healthy am I? Thats a good question: I would say that Im super-healthy. The exercise I do is incredible. I swim every morning, including theweekends. I also run and I cycle for miles. I just love exercise and I cannever have too much! My friends call me The Iron Woman. Im 32 years old,Im never sick and I feel like this is the best time of my life.

Im very careful about my diet too. I dont eat any fat: no meat, nothing. But I eat a lot of fish, especially oily fish, which is very good for you. For breakfast I usually have muesli. I used to drink tea but I like it with milk and sugar. And I need to be fit so I cant eat too much sugar. Orange juice is quite enough for me.

Perhaps my biggest problem is my social life. I love sport so much that Idont have enough time to go out in the evenings. And Im just too tired.My friends always want to go to pubs and restaurants. Theres too muchalcohol and too much food! Maybe I am a little crazy. My friends think so.But everyones different, arent they?

The Iron Woman How healthy am I? Thats a good question: I would say that Im super-healthy. The exercise I do is incredible. I swim every morning, including theweekends. I also run and I cycle for miles. I just love exercise and I cannever have too much! My friends call me The Iron Woman. Im 32 years old,Im never sick and I feel like this is the best time of my life.

Im very careful about my diet too. I dont eat any fat: no meat, nothing. But I eat a lot of fish, especially oily fish, which is very good for you. For breakfast I usually have muesli. I used to drink tea but I like it with milk and sugar. And I need to be fit so I cant eat too much sugar. Orange juice is quite enough for me.

Perhaps my biggest problem is my social life. I love sport so much that Idont have enough time to go out in the evenings. And Im just too tired.My friends always want to go to pubs and restaurants. Theres too muchalcohol and too much food! Maybe I am a little crazy. My friends think so.But everyones different, arent they?

Instructionsa After SS have listened to recording 8.6, put SS in

pairs and give them the text below. Some wordsare missing. SS complete the gaps as a listeningmini-focus.

b SS check answers by listening again to recording8.6. The listening script appears on p. 125 of NewEnglish File Pre-intermediate Students Book.

Answers

1 doing 6 Let

2 person 7 do

3 a 8 that

4 till 9 Would

5 takes 10 in


8C ListeningDescription Students do a gap-fill of listening 8.6Lesson link Use this activity after exercise 4Time 15 minutesExtra material Print out and photocopy the Listening 8.6 worksheet for each student

NewENGLISH FILE

Pre-intermediate


8C ListeningNew


Listening 8.6 Complete the gaps with the correct word.

Interviewer Hello. Could I ask you a few questions? Were 1_______ someresearch.

David Sure. Whats it about?

Interviewer Well, we want to find out if you are a morning or an evening2_______.

David OK, fine.

Interviewer OK, and whats your name?

David David Cope.

Interviewer And what do you do, David?

David Im 3_______ magazine editor.

Interviewer OK, and when do you work?

David Monday to Friday, eight 4_______ four.

Interviewer What time do you get up in the morning?

David 5.45. I have to get up early because I start work at 8 and it5_______ me an hour to get to work.

Interviewer What time do you go to bed?

David Probably around 10.00.

Interviewer If you have an exam, do you study best in the morning, afternoon,or at night?

David 6_______ me think. I havent done an exam for a long time butwhen I was a student I used to study better in the morning.

Interviewer Right and if you 7_______ exercise, when do you prefer to do it?

David In the morning, definitely. I love going for a long walk or cycling.Its great early in the morning because you feel 8_______ youre theonly person in the world whos awake at that time.

Interviewer Do you like your working hours?

David I dont mind them. Finishing work early means I can pick up mydaughter from school, and look after her in the afternoons. Its truethat I cant really have a social life during the week, because I goto bed at ten, but thats OK.

Interviewer Right, and the last question. 9_______ you like to change yourworking hours?

David Yes, I would. Id like to work four days a week, maybe workingmore hours 10_______ the day and have a three-day weekend.Then I could spend three full days a week with my family.

Interviewer Thats great. Thank you very much for your time.

Instructionsa In lesson 8D SS read about identical twins who

were separated at birth but had amazingly similarlives. Ask SS What was the name of Jim Springersdog? Answer: Toy (in paragraph 2 of the readingtext on p. 95 of New English File Pre-intermediateStudents Book). Now ask, What is the name of JimLewiss dog? Answer: Toy (in same place asabove). Ask SS Did Jim Lewis know Jim Springersdog was called Toy? Elicit: no. Tell SS: But theirdogs have the same name! What do we call this,when the same thing happens? Its amazing, but itsan accident. Elicit: coincidence.

b Tell SS they are going to discuss coincidences intheir own lives. Put the following on the board:

c Ask SS to discuss the questions in small groups.Encourage SS to use past tense verbs for the firstand third questions. As a follow-up, SS could writetheir story, with the title What a coincidence! (thisis what English speakers say when a coincidencehappens).


8D SpeakingDescription Students discuss coincidences in their livesLesson link Use this activity after exercise 3Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

Have you met someone you know by coincidence in a foreign country?

Do you know someone with the same name as you?

Have you seen someone wearing the same clothes as you?

Instructionsa In 3 Pronunciation SS have looked at six different

vowel sounds. If you feel your SS need furtherpractice with this, make a copy of the Vowel soundsrace worksheet for each pair of SS.

b Tell SS to sort the words on the page into the sixcolumns by identifying the vowel sound in bold. Allthe words have appeared in New English File Pre-intermediate Students Book. To add a fun element,make the exercise into a race giving a prize to theSS who finish first. But make sure the first to finishhave the correct answers. When SS claim to havefinished, check their paper, and if there aremistakes, tell them, for example, No, sorry you arenot finished. You have 2 mistakes. Dont tell the SSwhat the mistakes are, but let them look for themistakes themselves.

c Feedback as a class.


9A PronunciationDescription Students identify vowel soundsLesson link Use this activity after exercise 3Time 10 minutesExtra material Print out and photocopy the Vowel sounds race worksheet for each student

NewENGLISH FILE

Pre-intermediate

Answers

/O;/ /I/ /V/ /eI/ /3;/ /I;/

boring expect couple brain external clean

course kick judge face learn each

draw kiss love fail nervous feel

fall live plumber great research feet

forward spring somewhere operation service receive

organize ticket tongue patient shirt speed

shorts win touch waste turn sweet


9A PronunciationNew


Vowel sounds race What sound do the bold letters make in each word?Match the sounds with the sound pictures.

/O;/ /I/ /V/ /eI/ /3;/ /I;/

boringexpect

couplebrain

externalclean

course

kick

judge face

learn

each draw

kiss

love

fail nervous

feel

fall

live

plumbergreat

research

feet

forwardspring

somewhere

operation

service

receive

organize

ticket

tongue

patient

shirt

speed

shorts

win

touch

waste

turn

sweet

Instructionsa In 5 Speaking SS see the question Where are your

parents from? Write this sentence on the board andunderline from. Ask SS What kind of word is this?Elicit: preposition. To check understanding, elicitfurther examples of prepositions from the class andwrite them on the board. Examples are at, by, for,in, on, to, with, etc. Tell SS that questions that endwith a preposition are quite common in spokenEnglish. SS may feel that it is incorrect to place apreposition here, as it may be considered an errorin their own language.

b To practise this, write the following questions onthe board.

Where did you go last weekend? What did you go there for?

Where are you going next weekend? Who are you going with?

Are you writing any emails today? Who are you writing to?

What are you learning English for?

Who do you live with?

You might like to point out that what for? isanother way of asking why?

c SS ask and answer the questions in pairs.


9B SpeakingDescription Students have a discussion using questions ending in prepositionsLesson link Use this activity after exercise 5Time 10 minutesExtra material None

NewENGLISH FILE

Pre-intermediate

nef_01_aa_teacher_link_1A.pdfnef_01_ab_teacher_link_1Bnef_01_ac_teacher_link_1Cnef_01_ad_teacher_link_1Dnef_01_ae_teacher_link_2Anef_01_af_teacher_link_2Bnef_01_ag_teacher_link_2Cnef_01_ah_teacher_link_2Dnef_01_ai_teacher_link_3Anef_01_aj_teacher_link_3Bnef_01_ak_teacher_link_3Cnef_01_al_teacher_link_3Dnef_01_am_teacher_link_4Anef_01_an_teacher_link_4Bnef_01_ao_teacher_link_4Cnef_01_ap_teacher_link_4Dnef_01_aq_teacher_link_5Anef_01_ar_teacher_link_5Bnef_01_as_teacher_link_5Cnef_01_at_teacher_link_5Dnef_01_au_teacher_link_6Anef_01_av_teacher_link_6Bnef_01_aw_teacher_link_6Cnef_01_ax_teacher_link_6Dnef_01_ay_teacher_link_7Anef_01_az_teacher_link_7Bnef_01_ba_teacher_link_7Cnef_01_bb_teacher_link_7Dnef_01_bc_teacher_link_8Anef_01_bd_teacher_link_8Bnef_01_be_teacher_link_8Cnef_01_bf_teacher_link_8Dnef_01_bg_teacher_link_9Anef_01_bh_teacher_link_9B

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NEF Pre-Intermediate Supplementary Resources