Pre-Intermediate I Communicative activities for students of English iusan Kab "he Lake Schoo sf Enalish A
-Irrllb W m o b y & LvrlhanQ p a sbca Interaction Skills Whole class Sp%ikhg Activity Communrcatrontask completrng an mformatron sheet Time (mins} 30-40 Grammar and functions Askmg for and gvmg personal mformatron Present sunple questrons wrth and wlthout questron words Vocabulary Personal Infomnation, &, counlrics,U)wmI I b Groupwork Speaking Board game 30-40 Askmg and answering questions about mutmes Bourne anivflirs Y)OllrauLbtez Present sunple questions wrth questron words h r b d what, where, how bQ==-d ~ d v e r b of frequency s5 *-- Pauwork Speaking W&a - Prcture descnptlon 30 Descnbmg a room or house There rs/tbere are Houses,mo~& fumiBm Is tbere/are there Itsgot Expressronsof quantity4 - d m Whole class Mdldnll I5 T a h g about llkes and dlsllkes Routhe andlefsuce Agreemg and disagreemg actintres 1ltke So do 1 ldont I dont lrke Neitber/Nor do 1 1do9 -.llsrfbeydohrg Wholeclass Speatung Mdldnll 15 Present sunple for permanent states Jobs andleiwm actmities C Present contmuous for temporary actrons=zzz Whole class Writing Spe&ng Communrcatrontask completmga chart 20 Present sunple to talk about habrts and routmes Present sunple questlonc wlthout a question word Adverbs of frequency Habitsand m actinties Time express~ons eC d..l.l.*raPbrg Gmupwork Writing Stoiywntmg 35 Past sunple regular and uregular verbs T v t aodholidays Ree-~.inrra+ Groupwork Spe+ng Group drctat~on 45 Past sunple regular and megular verbs TnVetand holidays Read=% writing.b-a9? Groupwork Readmg QUIZ 40 Past sunple questron and short answers Generat Swakm~IA-IDmnnnber Pauwork S p h g Commun~catron task 40 Past sunple T n v d a n d holtdap Whole class Wing Past sunple questrons9 .bt.bd Pauwork Spkbg Information gap 40 Possessrve s Family ~ ~ a t i o ~ ~rn &WerHd&W.. Pvrwork WWg Free wntmg 30-40 Descnblng a place Festutesofaplace to Eve Readrng Gap fill mere ~s/tbere are spealang Itsgot-kdbl(hmd Whole class Listenutg Game 30-40 Past sunple uregular verbs Iffegularve!bs 6- aspllm- Pauwork Rea* Pnontrsmg 20-30 TaUtlng about hopes and ambitions Jobs Sp*rking Would hke to Want to/dont want to12 dbracopccarrequences Groupwork Writmg Sentence completron 30 WrNfor predrct~on Genemi13 --bgo Wholeclass SpeAing Mdldnll 15-2Q Corng to for plans Trawi and holidays WU for decrslonsI& W s f h P m k W o o f W u l e class LnmhiBg Map dctatron 30 Follow~ng duectrons T o m features d-m whe Preposrtrons of placer WBewstbePmkfFbode Whole class Speaking Communsation task 20-30 A s h g and sa)mg where places are TownfaNres dw?bfvds completrng a map Preposlt~ons place of15 A &yinUJedi&&,. Pavwork Readuig Matchmg 20-30 Expressronsof quantity Food and drink spcakmg Countable and uncountable nouns~~114% Parrwork Speaking ldentlfylng mrstakes m 9 Rev~sron Lessons 11 15 of Genemi FBdt&di? sentencesFrqmss&ckll-1% Parrwork Speakirlg Commun~cative 30 Descnbrng words Food and drink roorl niortout fwdr Writ& crossword16 hur*IHon&?mHM~~ Groupwork Spcalang Game 30 Makmg lnntatlons Ttme expressions Preposrt~ons tune and place of Piace8of entemhmeml 7 a d l7b Photojit Groupwork Spealnog Matchrng 45 Descnbmg people A W and d m 171Deauipbns Parrwork Readmg Completmg an ldentlty expressionsfor 17bPicCures Writing card &sdi.C~eo~le18Age??~€WS Parwork Spcaktng Categonsmg 20-30 T a h g about different ages Adjectwcsfor d e s $ b g vocabulary Comparative adjectrves19 FasbancaWww Parwork Reading Questronnalre 25-30 Talkmg about clothes and attrtudes to fashron Clothes fm-? wrkblg#)a &20b R ~ a r d Groupwork ~ ~ s Writiag Jrgsaw readlng 30 Talhng about journey tune, distance, speed and Joumegs MaOuestions Readm~ lnformatron transfer pnces World f a w and & m e speaking Groupwork Speaking Communrcat~ontask 40-45 Descnbmg people hdjectivesfor desnibmg Star q d i t i e s matchmg people to Comparative adjectrves P& star signs
21 -Worksheet22 Wbarsbnpp*ie? Interaction Skiis Whole class Whole class Spiking Speaking Activity Commumcat~on Mdl drdl task Time (Mins) 20-30 15 Grammar and functions Present perfect sunple for experiences General Present perfect sunple for past actlons w~thpresent General results23 Zbe r l w of[& Pa~rwork Speaking Sentence completion 30 Present perfect sunple for dndsince General lnformat~onexchange24 Trueandf & de$nUiom Groupwork a WriIing Team game 40 D e h g people dnd thlngs People and thmp Dehnmg relatlve clauses25 wd lwngs an Pa~rwork SpeakYlg Communrcatrve 40 Descnbmg thmgs when you dont know the word Objects Wdti crosswordRogrrss check 2 1-254 hrwork Reading Matchmg M Rev~sron Lessons 21-25 of BrWh EngUsb and Ubo s d d u h t 7 speakmg AmcricanEnglsh wordsRogrrss check 2 1-25b Whole class Reading Infonnat~ongap 44 Rev~s~onoELessons 21-25 Generat Wdtig Completlng a text Present perfect simple questlona SPeakm Past sunple questions26 bfy ideal woM Pa~rwork WnUng Completing sentences 30-40 Must for oblrgatron Everyday acMties Speaking Dlscuss~on Mustnt for proh~brt~on27 ChaUetzge~ Groupwork Speak@ Dong tasks dnd 40 Can and could for abll~ty Generat P completmga chdrt28 WriftenandlnWtten Groupwork Speafdng D~scuss~on 30 Can, cant for permlsslon dnd p m h ~ b ~ t ~ o n Rules andregutations vute~nrctmdtbe r J d w Categonslng around the wolld29 W h a f ~ t h e m ~ f t e r 1 Whole class Wriring MIII dnll 20-30 Should, shouldnt for adv~ce Health compiahts - s30 WouMyoamfnd..? Whole class Speaking Mdl drill 10 Askmg for permlsslon Everyday a c @ & ~ Askmg people to do thmgs OffemgRogrcs9&ck 26% Groupwork Readmg Game 20-30 Should, shouldnt for adv~ce General Zbegnine of c b a ~ speakmg Can for permlsslon Must for obhgat~on31a Ten tbingsyea &Jlolrld Pa~rwork Reading Questlomalre 30 Rev~s~on present sunple Dreamsand sleep knwnborrtdrearns speaking31bAdrear Groupwork Speaklllg Story-wntmg 35-45 Past contmuous Words and exprauons writing usedm stories: mddenly,W . to my sumsee unfolr&tw,fidy32 Smmgetbings&ppa Groupwork Speaktng Group d~ctatlon 45 Past continuous while, when Generai Reading Wikbg33 A goodplacs? to Hue Groupwork Writing Completlng a chart 30 Descnbmg negatlve aspects of a place Expressions of q~an~ty Spdmg Drscuss~on Too much/manv, not enough +noun, Featuresafapfafe to five too t adjective, not t adjectlvc enough F34 !7batdoyou .bwwabosrt Groupwork Speakmg QUIZ 30 Present sunple passlve W ~ r l d f s tandfigures s tbe w o w35 MeuMnaes Pauwork Speaking Commun~catron task 30 Makmg compansons brat, howeuer, although Food andmeals Writi Infonnat~ontransferProgW Check 31-35 Whole class Speaking Commun~cat~on task 15-20 Rev~s~on Lessons 3 1 35 of General . Blursomeone WM.36 7Bkmaybeyourlif? Groupwork Spaking Survey 30-40 Might, nmy for posslb~llty Everyday activities37a and 3% Groupwork $xakhg Boardgame 30 First cond~t~onal Gened Wbratwlllhnppeng.. 37a G m board ae 37h Cards38 YourImdqyatHotne Pauwork Wmtng Sentence completron 30-40 Uouldfor unaglnary skuat~ons Routine and leisure Speakmg Informatron exchange activities39 Dream o n Whole class Speabing Sentence complet~on 30 T u g about unaginary or unlikely sltuatlons General Commun~catlon task Second condtronal4l Worklt out 4 Groupwork Reading h g l c puzzles 30-40 Past perfect a@, when, because General $ p e aProgress check 3&l& Groupwork Re- Game 30 Secondcond~t~onal General What u~oufdyau d& speakitylProgresscheck 364% Groupwork Speaking Game 30 Revrs~on lessons 3040 of Multi-part verbs Sentettcedominaes Genelal I
Reward Pre-intermediate Resource Pack Identity cards ........................................................................................ .......................................................................................... JennyFreeman Albert Dermott Age: 29 Job: pilot You come hom Manchester. You come hom Belfast. You live in London. You live in Liverpool. You have 2 sisters. You have 1 sister and 2 brothers. i Tem Beaumont Ottile Kmaambo Age: 32 Age: 30 Job: secretary Job: football player You come horn Montreal. You come hom Namibia. You live in Paris. You live in Amsterdam. You have 3 sisters and 1 brother. You have 1 sister and 1 brother. ...............................................................4 Valentina Ortiz Paloma Perez Age: 35 Job: cook Job: maths teacher You come hom Mexico. You come horn Madrid. You live in LasVegas. You live in Buenos Aires. You have 2 sisters and 1 brother. You have 2 brothers. Sophie Legrand Gerry Heringa Age: 20 Age: 21 Job: disc jockey Job: barman You come hom Geneva. You come hom Amsterdam. You live in Bordeaux. You live in Berlin. You have 2 sisters. You have 1 sister and 2 brothers. ....... Angelo Bianchini Julie OConnor Age: 32 Job: student of economics Job: singer You come hom Rome. You come horn Glasgow. You live in Milan. You live in Edinburgh. You have 2 brothers. You have 1 brother. Yumiko Ono Jean-LucRoutin Age: 28 Age: 26 Job: hairdresser Job: photographer You come horn Osaka. You come horn Nice. You live in Tokyo. You live in Paris. You have 1 sister and 1 brother. You have 2 brothers. ....................................................................................... ...... Ken Tumbull Wolfgang Schickert Age: 40 Age: 35 Job: fl producer im Job: lawyer You come hom Cardiff. You come horn Diisseldorf. You live in Cambridge. You live in Bonn. You have 2 sisters. You have 2 brothers. Published by Macmillan Publishers Limited. This sheet may be photocopled and used within the class. b
I W ~are Y O U O Worksheets m m and NOTE: Use Worksheets I a and Ib for t h ~ s act~vity. PROCEDURE 1 If there are more than 14 students in the class, divide theACTIVITY class into groups:Give one identity card and oneWhole class: speaking information sheet to each student in the class. 2 Tell the students that they are now the person on theirAIM identity card.To complete an information sheet with personal details byasking and answering questions. 3 Ask them to fill in the details of their new identity on their own information sheet.GRAMMAR AND FUNCTIONS 4 Explain that they are going to go round the class and fill inAsking for and giving personal information the missing details on the information sheet by asking onePresent simple questions with question words: another questions in order to find out who the other what, where, how old students are on the information sheet and to fill in thePresent simple questions without a question word missing details.VOCABULARYPersonal information:jobs, countries and towns - 5 Before the students begin the activity, refer the whole class to the information sheet and elicit the questions they w will need to ask in order to:PREPARATION a) find out which information on the information sheetMake a copy of Worksheet la (identity cards) and cut it up so relates to the student they are talking to:that there is one identity card for each student in the class. Are you Jenny Freeman?Make one copy of Worksheet l b (information sheet) for each Are you 27?student in the class. If there are more than 14 students in the Are you a secretary?class, divide the students into groups, and make one copy of Do you come from Belfast?Worksheet la for each group. If there are fewer than 14 Do you live in Bordeaw?students in the class or group, use the appropriate number of b) fill in the rest of the information:identity cards. For example, if there are ten students in the (name) Whatsyour name?class, use only the first ten identity cards and leave out the last (age) How old are you?four (Yumiko Ono, Jean-Luc Routin, Ken Turnbull and (job) What do you do?Wolfgang Schickert). You will also need to leave out the (where/come from) Where do you come from?corresponding lines on the information sheet on Worksheet (wherefive) Where do you live?lb. For example, if there are ten students, make a copy of the (sisters and brothers) Do you have any sistersworksheet and cut off the last four lines of the information and brothers?chart, before making a copy for each student in the group. 6 Now ask the students to go round the class and complete their information sheets with information about the otherTIME students identities. They should take it in turns to ask and w30 to 40 minutes answer questions to find out the information they need. They must not show their identity card or information sheet to the other students in the class. If you have divided the class into groups, they should do the activity in their groups. 7 When the first student has completed their information sheet, stop the activity and ask the students to compare: they should have identical details. (See completed information sheet on the back of Worksheet Ib.)Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 *
Reward Pre-intermediate Resource Pack Information sheet SISTERS AND BROTHERSPublished by Macmillan Publishers Limited. This sheet may be photocopiedand used within the class.
1 W ~ are YOU? O Worksheet ANSWERS NAME AGE JOB WHERE/ WHERE/ SISTERS AND COME FROM LlVE BROTHERS Jenny Freeman 1 7 student engineer Manchester London 2sisters Albert Dermott 29 pilot Belfast Liverpool 1 sister 2 brothers Terri Beaumont 32 secretary Montreal Paris 3 sisters 1 brother Ottile Amaambo 30 football player Namibia Amsterdam 1 sister 1 brother Valentina Ortiz 35 cook Mexico Las Vegas 2a s t e r s I brother Paloma Perez 27 maths teacher Madrid Buenos Aires 2brothers Sophie Legrand 20 disc jockey Geneva Bordeaux 2sisters Gerry Heringa 2 1 barman Amsterdam Berlin 1 sister 2 brothers Angelo Bianchini 1 8 student of Rome Milan 2 brothers economics Julie OConnor 32 singer Glasgow Edinburgh 1 brother Yumiko Ono 28 hairdresser Osaka Tokyo 1 sister I brother Jean-Luc Routin 26 photographer Nice Ken Turnbull 40 film producer Card iff Wolfgang 5chickert 35 lawjer DusseldorfReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 r,
1 Talk about routines Reward Pre-intermediate Resource Pack Game boardPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. r
Talk about routines Worksheets and NOTE: Use Worksheets 2a and 2 b for this activity. 6 When the first student reaches the end of the game, ask all the groups to stop playing, even if they have not finished.ACTIVITY In each group, the student with the most points is theGroupwork: speaking winner. Compare scores as a class.AIM FOLLOW-UPTo play a board game by asking and answering questions 1 Ask the students to stay in their groups and to collectivelyabout routines. write two sentences about each players daily routine based on the true answers they gave during the game.GRAMMAR AND FUNCTIONS For example:Present simple for routines Carlos does his homework in the libray.Present simple questions with question words: H meets his friends in a cafe. e what, where, how 2 Ask a representative from each group in turn to chooseAdverbs of frequency one of their groups sentences and read it out aloud without mentioning the name.VOCABULARY For example:Routine activities Somebody in our group does his homeuiork in the libray.PREPARATIONMake one copyiof Worksheet 2a (game board) for each group 3 Mow the other groups to confer briefly and then say whoof four to five students. Enlarge this to A3 size, if possible. they think the person is.Make one copy of Worksheet 2b (question cards) for each 4 Give one point for each correct answer.group of students and cut out all the cards. Provide dice andcounters for each group. 5 Alternatively,ask groups to give their sentences, with the names blanked out, to another group who guess theTIME missing names, write them in and give them back for30 to 40 minutes correction.PROCEDURE OPTION1 Ask the students to work in groups of four or five. You can use the game board on Worksheet 2a to play different games, using your own questionlprompt cards. Here are some2 Give one game board and one set of cards, counters and examples of what you could put on the cards: dice to each group. sentences with mistakes: students spot the mistakes3 Before the students start playing the game, explain how to adjectives: students give the opposite adjective play using the instructions on the back of Worksheet 2b. infinitives: students give the past simple/past participle lf you wish, you can photocopy these instructions and pictures: students give the word for the picture distribute a copy to each group, or display a copy on an words: students give a definition for the rest of the overhead projector. group to guess the word lists of words with one odd word: students spot the4 Elicit some examples of how to form correct questions odd word out using the prompts on the question cards and encourage topics: students talk about the topic for one minute the students to add appropriate adverbs of frequency. ,, For example: You could also ask the students to make up a set of questions (on card: Whathave for breakfast?) for another group to use with the game board. Whut do you usually have for breakfast? (on card: Where/go for your holidays?) Where do you usually go for your holiduys?5 Nominate one student in each group to keep score. The students are now ready to play the game. While they are playing, go round to each group and check they are playing correctly. Encourage the students to use their imagination. Be on hand to answer questions and offer help.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. r,
Talk about routines Reward Pre-intermediate Resource Pack Question cards 8 ....:.. i Whathave for i breakfast? Wherdgo for your holidays? @ i: How many hourshwork In a day? 0 ; WhatEwear for Wherddo your . How often/go t o i partles? shopping? i a restaurant?.. i WhaVtake to Wherdgo at the How oftenlllsten i partks? weekend? i t o the radio? i WhaVdrink on i How/get to school Wherehave lunch? i specla1 occasions? i or work? ........................................................................................................................... , How o f t e n h r l t e ; WhaVeat for lunch? j a letter? i What tirndhave i Wherdmeet your j How long/your friends In the journey t o work or j dinner? A & i evening? i ! WhatEwear for work or school? i Wherdgo t o relax? i How often/go t o the theatre? i What timdgo t o . Wherdeat your . How many cups i bed on Saturday of coffeddrink in breakfast? i nights? i a day? i What t i m d i n i s h Wherdgo for ai SC~OOI or work? walk? ; WhatEwatch on Wherdyour best How often/visit ! television? friend live? your friends? ; WhaVbuy your best .A Wherdmeet new How often/wash ; ; friend for hidher birthday? h a people? i your hair? GIVE A TRUE Q1 GIVE A FALSE ; ANSWER + . ANSWER ;,. c.uL,;;- . I ..L , .i. .................................................................................................................... ... ................... Published by Macmillan Publishers Limited. This sheet may be pho%copied -.
Talk about routines Worksheets Qb and a DHOW TO PLAY THE GAME1 Put the game board in the middle of the table and place the 6 All the other players, including Player A, guess whether question cards face down in three separate piles in the Player Bs answer is true or false. Each player gets one boxes provided. The cards should be placed on the boxes point for a correct guess. The cards are put back at the with the corresponding symbols. bottom of the appropriate piles, and Player B now throws2 All the players put their counters on the square marked the dice. START and throw the dice. The first player to throw a six 7 If a player lands on a square marked ? they can ask the starts the game. player on their left any question they like. The player on3 Player A throws the dice and moves their counter along their left must still choose a Give a true answer or Give a the board according to the number on the dice. false answer card, and answer accordingly.4 Player A looks at the symbol on the square the counter has 8 The game continues until the first player reaches the landed on and picks up a question card from the pile with square marked FINISH, and then everyone must stop the same symbol as the square. playing. The person nominated to keep score now adds up5 Player A then turns to the player on their left and holds out the points. The player with the most points is the winner. the two cards marked Give a true answer and Give a false answer face down,and asks this player to choose one of them without showing the card to anyone else. Player A then asks the question on the card and Player B must give either a true or false answer, depending on whether they chose the Give a true answer or Give a false answer card.Reward Pre-Intermediate Resource Pack O Macrnillan Publishers Limited 1999. rr
1 Spot the similarities Reward Pre-intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. i;
spot the similarities Worksheet 6)ACTIVITY PROCEDUREPairwork: speaking, writing 1 Ask the students to work in pairs, Student A and Student B. They should sit facing one another.AIM 2 Give a copy of picture l A to each Student A and a copy ofTo find similarities between two different pictures by asking picture 1B to each Student B. Tell the students not to showand answering questions. To write brief descriptionsof the their own picture to their partner.pictures. 3 Tell the students that their partners picture is similar but GRAMMAR AND FUNCIIONS not identical to their own picture.Describing a room or house 4 Explain that they are going to try to find similarities in theirW e is/are pictures by describing them, not showing them to one IIs there...? Are there...? Its got... another.Expressions of quantity 5 Elicit the language they will need to ask and answerVOCABULARY questions about the pictures by inviting the students to ask tHouses, rooms and furniture you about a room in your home. For example: PREPARATION Kitchen: Has itgot a window? Is there a table?Make one copy of the worksheet for each pair of students in 6 Give the students a three-minutetime limit to find as manythe class and cut the pictures out as indicated. similarities in their pictures as possible. They should keep a record of the number of similarities they find, but theyTIME do not have to remember details at this point.30 minutes : 7 After three minutes, stop the activity and find out which pair of students found the most similarities. 8 The students can now look at their partners picture. FOLLOW-UP 1 Ask the students to stay in their pairs and choose the picture they like best. 2 Tell the students to look at their picture for one minute and then put it back. 3 They now have five minutes to write down as many details as they can remember about their picture. Encourage them to use the target language. w 4 After five minutes, ask the pairs of students to give their picture and their sentences to another pair to check. 5 Repeat the activity, either now or later, using pairs of pictures 2 and 3. OPTION You can use these pictures later in the course for discussion i about the type of person who might live in the different rooms/houses. (See Lesson 17 on describing people.)Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. w
1 Likes and dislikes Reward Pre-Intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. b
Likes and dislikes Worksheet a DACTIVITY PROCEDUREWhole class: speaking 1 Give one picture card to each student in the class. KeepMill drill (For detailed instructions and advice on using mill one for yourself.drills, see the notes for teachers at the beginning of the 2 Make sure each student knows how to say the activity onResource Pack.) their card.AIM 3 Tell the students that they are going to ask and answerTo speak to as many partners as possible, agreeing and questions about the activities on their cards, using thedisagreeing with likes and dislikes. pictures as prompts. Write example dialogues on the board indicating the language the students should use;GRAMMAR AND FUNCTIONS For example:Talking about likes and dislikes (card shows going to the cinema)Agreeing and disagreeing Student A: Doyou like going to the cinema?I like... So do l. I dont. Student B: Yes, I do.I dont like... Neither/Nor do L I do. Student A: So do L/I dont. (card shows doing homework)VOCABULARY Student A: Doyou like doing homework?Routine and leisure activities Student B: No, I dont. Student A: Neither/Nor do L/I do.PREPARATIONMake a copy of the worksheet and cut the pictures out so that 4 Demonstrate the activity with individual students. Tell thethe students have one picture card each. You will also need to students to hold their cards so that no one can see them.keep one picture card for yourself to demonstrate the activity. Ask several pairs of students to demonstrate the activity to the whole class, using their pictures as prompts.TIME 5 Now ask the students to go round the class and ask and15 minutes answer questions with as many different partners as possible, using their picture cards as prompts. In this part of the activity, the students repeat the same question several times. 6 When the students have finished, ask them to exchange cards and to go round the class again, this time holding their cards the other way round so the picture is facing their partner. The students take it in turns to ask questions using the pictures on their partners cards as prompts. In this part of the activity, the students ask a different question each time they change partner. 7 The students continue asking and answering in this way until they have spoken to as many different partners as possible. OPTION You can use these pictures for other activities such as pelmanism and pair-forming, or for other milldrills, for example, to practise invitations. For more information see the notes for teachers at the beginning of the Resource Pack.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 rr
But what aw they doing now? Reward Pre-intermediate Resource Pack0 fold fold Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class w
But what are they doing now? Worksheet 8ACTIVITY PROCEDUREWhole class: speaking 1 If there are more than ten students in the class, divideMill drill (For detailed instructions and advice on using mill them into groups. Give one folded picture card to eachdrills, see the notes for teachers at the beginning of the student in the class. Keep one for yourself.Resource Pack.) 2 Make sure each student knows how to say the job and the activity shown in the pictures on their card.AIMTo speak to as many partners as possible, asking and 3 Tell the students that they are going to ask and answeranswering questions about jobs and leisure activities. questions about the people on their cards, using the pictures as prompts. Write an example dialogue on theGRAMMAR AND FUNCTIONS board, indicating the language the students should use.Present simple for permanent states For example:Present continuous for temporary actions Student A: What does Anna do? Student B: Shes a pilot. Whats she doing now?VOCABULARY Student A: Shes listening to music.Jobs and leisure activities 4 Demonstrate the activity with individual students using the card you kept for yourself. Tell the students to hold their LPREPARATION cards so that the picture marked job is facing them, andMake one copy of the worksheet for each group of up to ten the picture marked now is facing their partner. Askstudents. Cut the worksheet up into cards, being careful to cut several pairs of students to demonstrate the activity to theand fold as indicated. Each card has two pictures, and should whole class, using their pictures as prompts.be folded so that it has job on one side and now on theother. You will need to keep one card for yourself to 5 Now ask the students to go round the class or group anddemonstrate the activity. ask and answer questions with as many different partners as possible, using their picture cards as prompts. In thisTIME part of the activity, the students ask and answer the same15 minutes job question, but give a different now answer each time they change partner. 6 When the students have finished, ask them to exchange cards and to go round the class or group again, this time holding their cards the other way round so that the picture marked now is facing them, and the picture marked job is facing their partner. The students take it in turns to ask questions using the pictures on their cards as prompts. In this part of the activity, the students talk about k a different job each time they change partner. 7 The students continue asking and answering in this way until they have spoken to as many different partners as possible. OPTION I you have overhead projector and photocopying facilities, f you can copy these pictures onto overhead projector transparencies and use them to illustrate the difference between the present simple and present continuous. You can also use these pictures for other activities such as pelmanism and pair-forming For more information see the notes for teachers at the beginning of the Resource Pack.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. b
Progress check 1 Sentences in a hat Reward Pre-intermediate Resource Pack In the evening I usually ... i At weekends I often...x ............................................................................. ............................................................................ i After dinner I usually ... i In the summer I often... ; I often play ... L in the morning. .. I usually eat... W i After worklschool I sometimes... for lunch. ............................................................................. ........................................................................... I Before breakfast I always ... On Sunday afternoons I often... to parties. .......................... Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
I Sentences in a hat WorksheeACTIVITY 5 The students now all work together as a class. Put the hatWhole class: writing, speaking (or box) in the middle of the room. I there are 20 or more f students in the class, divide them into two groups and putAIM one hat in the middle of each group. Ask the students toTo write sentences describing routine activities. To pick fold up their completed sentences and put them in thesentences out of a hat and find out who wrote them by asking hat.questions. 6 Mix up the folded sentences in the hat and then tell the students that, in a moment, they are all going to stand up,GRAMMAR AND FUNCTIONS take one sentence each and find out who wrote it.Revision of Students Book Lessons 1 to 5 Demonstrate this by taking a piece of paper from the hatPresent simple to talk about habits and routines and reading the sentence out.Present simple questions without a question word For example:Adverbs of frequency In the evening I usually go out withfriends Elicit the question they will need to ask in order to find outVOCABULARY who wrote the sentence:Habits and routine activities In the evening, do you ustually go out withfriends?Time expressions Ask several students the question until you find the person who wrote the sentence. Make it clear that even thoughPREPARATION students may answer yes to the question, you are lookingMake one copy of the worksheet for each group of three or for the person who wrote it.four students in the class and cut it up into twelve pieces asindicated. You will need a hat or a box for this activity (or two 7 Now ask the students to stand up and take one piece ofcontainers if there are 20 or more students in the class). paper each from the hat. If they choose their own sentence, they should put it back and take another one.TIME20 minutes 8 They are now ready to go round the class or group asking questions. All the students in the class do this simultaneously. When they find the person who wrote thePROCEDURE 1 Choose one of the unfrnished sentences from the sentence, they should write the persons name on the worksheet and write it on the board. Elicit possible ways piece of paper, keep it, and take another one from the hat. of completing the sentence. 9 The students repeat the activity until there are no sentences left in the hat. 2 Ask the students to work in groups of three or four for the first part of this activity. Give one set of unfinished 10 Ask the students to return to their places and count the sentences to each group. number of completed sentences they have collected. The student with the most sentences is the winner. 3 Ask the students to spread out the pieces of paper, face down and to take three each. 11 Ask the students to take it in turns to report back to the 4 Ask them to complete their three sentences with class or group on what they found out during the activity. information about themselves. They should not write their For example: names or let the students next to them see what they are Donatella usually goes for a walk in the evening. Hide always drinks a glass of milk for breakfast. writing.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. r,
@ A romantic meeting Reward Pre-intermediate Resource Pack Who was the woman? Where dld she go on hollday and who did she go wlth? Where did they stay? Who was the man? Where did the woman meet the man? What did the man say to the woman? When? dld they go together and what did they do? At the end of her holiday, what did the woman decide to do? What happened next? How did it end?Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. Q
A romantic meeting Worksheet a BNOTE: This activity can be extended to Worksheet 6b PROCEDUREor can be done on its own. 1 Ask the students to work in groups of three or four. 2 Tell them that they are going to write a story calledACTIVITY A romantic meeting, by imagining answers to someGroupwork: writing questions.AIM 3 Ask each group to appoint a secretary to do the writing.To create a story by inventing answers to questions and 4 Give a copy of the worksheet to each group and ask themwriting them down. to write their answers in the spaces, inventing details. Encourage the students to be as imaginative or as amusing GRAMMAR AND FUNCTIONS as they like.Past simple regular and irregular verbs 5 When they have finished writing their story, ask theVOCABULARY students to give it to another group who read it andTravel and holidays correct any mistakes they find, then give it back to the group who wrote it. PREPARATION 6 Ask one student from each group to read their own storyMake one copy of the worksheet for every three or four aloud to the class or pin the stories up around thestudents in the class. classroom for the other students to read. The class could then vote for the best story.TIME35 minutes 7 You can now continue the activity using Worksheet 6b, which tells the story corresponding to the questions in Worksheet 6a.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. b
Reward Pre-intermediate Resource Pack Shirley Valentine One summer, she dl,,- , . , ,.$:: was a woman of 42 from Liverpool, in went on holiday to Greecewith a i 3 =I i - / England. friend, Jane. 5 -+ - They stayed in a hotel I near the beach and Shirley went to the hotel bari! the manager of this one evening and started I hotel was a man called talking to Costas. Costas. : She thought he was After a while he said, Would , - nice so she went with you like to go for a ride in i him the next day and : my brothers boat i enjoyed the boat trip : tomorrow? -- - -. . verymuch. At the end of her holiday, After that, she went out Shirley went to the with him every day; airport but when she they swam, sunbathed thought of Liverpool, she and visited the sights of decided not to go home. Greece. She ran out of the She heard him say, airport and went back i Would you like to to the hotel where she ; go for a ride in my saw Costas in the bar . . i brothers boat? with a woman. When Costas saw Shirley, i She wasnt in love he was shocked, but i with Costas - she was Shirley smiled and asked i in love with Greece. him for a job in his hotel. ;... ......... .........-.. ........................................................................................ ..;.,, ...................................................................................................................... Published by Macmillan.Publishers Limited. This sheet may be photocopied and used within the class. w
Shirley Valentine Worksheet a DNOTE: This activity can follow on from Worksheet 6a PROCEDUREor can be done on its own. 1 Tell the students that they are going to read a story about an Enash woman called Shirley Valentine, but that theACTIVITY story is in 12 parts which arent in order. They will have toGroupwork: speaking, reading, writing put the sentences of the story in the correct order. 2 Divide the students into groups of 12 and give each groupAIM a set of cut up sentences, shuffled into random order.To put a story in the correct order by saying and listening to If the number of students in the class is not an exactsentences. To write the story down in a group dictation. multiple of 12, give one part of the story to a pair of students.GRAMMAR AND FUNCTIONSPast simple regular and irregular verbs 3 In their groups, each student takes one part of the story. If you have fewer than 12 students in the class or groupVOCABULARY distribute the parts yourself and give some students twoTravel and holidays consecutive parts of the story. If you have students of mixed abilities give shorter sentences to less confidentPREPARATION students.Make one copy of the worksheet for each group of 12 4 Tell the students that they are responsible for their ownstudents. Cut out the sentences as indicated. sentence for the rest of the activity.Make one copy of the complete story on overhead projectorttansparency (or one copy between three students if overhead 5 Ask the students to read their own sentence and makeprojector facilities are not available). sure they understand it. 6 Ask the students to practise saying their own sentenceTIME aloud and to memorise it. Go round helping them45 minutes individually with pronunciation problems. 7 When the students have memorised their own sentence, tell them to stand up in their groups and to form a line in the order of the story by saying their sentences aloud. This stage of the activity may seem rather chaotic at first, but try not to intervene as one of the aims of this activity is for the students to repeat their sentence several times and listen to the other students sentences carefully. 8 When the story is in the correct order, ask the students to sit down in their groups and get ready to write the story. 9 Explain that each student is going to write the whole story. Each student dictates their own sentence to the rest of the group and answers questions about the spelling and punctuation of their sentence. 10 Ask the student with the first line to read it out for the rest of the group to write down. The students then take it in turns to read out their sentences in order for the rest of the group to write down. 11 When everybody has written down the complete story, give out copies of the complete worksheet (or display it on the overhead projector) so that the students can correct their own work.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999