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Activity book 3 pre-intermediate

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An activity resource book for teachers

An activity resource book for teachers

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  • 1. Pre-Intermediate I Communicative activities for students of English iusan Kab "he Lake Schoo sf Enalish A
  • 2. -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
  • 3. 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
  • 4. 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
  • 5. 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 *
  • 6. Reward Pre-intermediate Resource Pack Information sheet SISTERS AND BROTHERSPublished by Macmillan Publishers Limited. This sheet may be photocopiedand used within the class.
  • 7. 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,
  • 8. 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
  • 9. 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,
  • 10. 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 -.
  • 11. 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
  • 12. 1 Spot the similarities Reward Pre-intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. i;
  • 13. 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
  • 14. 1 Likes and dislikes Reward Pre-Intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. b
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. 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.
  • 19. 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,
  • 20. @ 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
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. I 0 1 Who weye they? Reward Pre-intermediate Resource Pack NAME DID HE/SHED I REALLY EXIST? Example: Who organised the worlds first package tour? 1 Who came from Transylvania and enjoyed drinking blood? 2 Who opened a museum of wax models of famous people who died on the guillotine? 3 Who lived with the apes in Africa and had a girlfriend called Jane? 1 4 Who heard voices which told her t o help I I I 6 Who was a nurse during the Crimean War? They called her the lady with the lamp. 7 Who played his pipe and the rats followed him out of Hamelin? 8 Who was t h e woman with a mysterious smile? 9 Who was the beautiful Queen of Egypt who died when a snake bit her? 10 Who fell in love with a young man called Romeo and married him in secret in Verona? 11 Who took money from the rich and gave it to the poor? He lived in Sherwood forest in England.) 12 Who crossed the Great Wall of China and conquered most of Asia? 1 13 Who was the famous detective with a I I I friend called Dr Watson? 16 Who discovered radium and later died from the effects of experiments with X-rays? 17 Who tried to blow up the Houses of Parliament in London? 18 Who brought dead bodies back t o life and created a monster? I I I Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. .
  • 25. Who Weye they? Worksheet 0ACIIVITY They write a clue to this persons identity and aGroupwork: reading, speaking representative of each team reads it out. The other teams guess who the person was.AIM 2 Explain to the class that they are going to answer questionsTo answer questions in a quiz about famous people from in a quiz about famous people from history and fiction.history and fiction. 3 Give one copy of the worksheet to each team and point GRAMMAR AND FUNCrlONS out the example at the top.Past simple questions and short answers 4 Each team appoints one person to read out the questions to the rest of the team and to write in the answers.VOCABULARYGeneral 5 Tell the students that they have got 20 minutes to read the questions and write in the answers they know. PREPARATION 6 After 20 minutes, or when the first team has finished theMake one copy of the worksheet for each group of three to five quiz, check the answers with the whole class. Teams getstudents. two points for each correct name and one point for knowing whether the person really existed or not. TheTIME team with the most points is the winner.40 minutes FOLLOW-UPPROCEDURE Ask the students to stay in their groups and write similar1 Divide the class into teams of three to five students. Ask each questions about famous people from their own countries. Ask team to t i k of a famous person from the past, without hn them to give the questions to another group, who answer and telling the rest of the class who it is. score points as before.ANSWERS 1 Count Dracula No, he didnt exist. He was the vampire 10 Juliet No, she didnt exist. Romeo and Juliet were in a novel written in 1897 by Bram Stoker. characters in one of Shakespeares most famous plays. 2 Madame Tussaud Yes, she did exist. She was born in 11 Robin Hood No, he didnt exist. The legend of Robin France and lived during the time of the revolution. She Hood started 800 years ago. made wax models of heads which fell from the guillotine 12 Genghis Khan Yes, he did exist. At the age of thirteen as people were executed. he became king of the Mongols. 3 Tarzan (or Lord Greystoke) No, he didnt exist. He was a 13 Sherlock Holmes No, he didnt exist. A Scottish writer, character from the novels by the American writer Edgar Sir Arthur Conan Doyle, invented him. Rice Burroughs. L 14 Walt Disnev Yes, he did exist. In 1937 he showed his 4 Joan of Arc Yes, she did exist. She was born in 1412 first long cartoon film, Snow White and the Seven Dwarfs and helped the French soldiers to beat the English. Later, - he needed over 100,000 separate drawings to make it. the English captured her and burnt her as a witch. 15 Al Capone Yes, he did exist. He was born in New York 5 Hannibal Yes, he did exist. Hannibal was a great African in 1899 and arrested in 1931. general who fought the Romans in 218 BC. 16 Marie Curie Yes, she did exist. She married a French 6 Florence Nightingale Yes, she did exist. She looked after professor of physics and they won the 1903 Nobel prize for wounded soldiers in Russia in 1854 and started a nursing physics. school when she returned to England. 17 Guy Fawkes Yes, he did exist. On 5th November 1605, 7 The Pied Piper No, he didnt exist. He is just a legend, a group of men filled the cellars of the Houses of but the story of the Pied Piper may be based on a Parliament with explosive - but Guy Fawkes was arrested childrens crusade which took place in 1212. before he could set light to it. 8 Mona Lisa (La Gioconda) Yes, she did exist. She was 18 Frankenstein No, he didnt exist. Its only a story! Mary married to Francesco di Bartolommeo del Gioconda, a rich Shelley wrote it in 1818. businessman from Florence. 9 Cleopatra Yes, she did exist. She lived from 50 to 30 BC and had love affairs with Julius Caesar and another Roman general, Mark Antony.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999
  • 26. 1 A holiday to rememher Reward Pre-intermediate Resource Pack Student A Student B Student C Name Name Name Where/go? Who/go with? Whenlgo? How/travel? - aPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 27. A holiday to remember Worksheet rn ACTIVITY PROCEDURE Pairwork: speaking 1 Ask the students to think of a good holiday they have had. Whole class: speaking, writing Explain that they are going to describe this holiday to a partner using pictures. AIM 2 Ask the students to work in pairs. To describe a holiday using pictures and to collect information and fill in a chart about other students holidays. 3 Give one set of pictures to each student. 4 Ask the students to choose pictures which illustrate the GRAMMAR AND FLINCTIONS following details of their holiday: where they went, who Past simple: questions they went with, when they went, how they got there, where they stayed and what they did there. The students VOCABULARY should lay out the pictures in the order in which eventsTravel and holidays happened. They should do this without saying anything at thisstage. PREPARATION Make one copy of the worksheet for each student in the class. 5 In their pairs, the students take it in turns to look at their Separate the chart from the pictures and cut the pictures out pBmnefs pictures and tell the story of their partners as indicated. holiday. They should each confirm or correct the details of their own holiday, and give additional relevant informationTIME to their partner. 40 minutes For example: Student A: You went to a city. Student B: Yes, Z went to New York. Student A: You went with your boyfriend. Student B: No, Z went with my brother 6 When the students have finished exchanging information about their holidays, give one copy of the chart to each student in the class. 7 Ask the students to put their partners name at the top of the column marked Student A and to fill in that column with details of their pamneis holiday. 8 Now ask the students to interview two other students about their partnets holidays, and to write details in the columns on the chart marked Student B and Student C. Make sure they know how to ask the questions before L/ they start. 9 Using the notes they have written on the chart, each student writes an account of Student Bs or Student Cs holiday. 10 The students read their stories aloud, without mentioning the name of the student and the class guess whose holiday it is. OPTION You could do the same activity, with the students using the pictures to describe their dream holiday. See Students Book Lesson 39, second conditional. You can also use these pictures for other activities such as mill drills, pelmanism and pair-forming For more information see the notes for teachers at the beginning of the Resource Pack.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999.
  • 28. 6 = married 9 = boy/girlfriend X = divorced........................................................................................................................,.........................................................................................................................Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. e
  • 29. I who )S who? Worksheet mACTIVITY PROCEDUREPairwork: speaking 1 Make sure the students understand the concept of a family tree.AIM 2 Divide the class into two groups, A and B, and ask theTo exchange information about two families. students to work with a partner from the same group. Give a copy of Family A and Family B to each student inGRAMMAR AND FUNCTIONS :Possessive s : the class. Give a copy of Whos who? A? to each student j in group A and a copy of Whos who? B to each studentPossessive adjectives j ingroup B.VOCABULARY 1 3 Ask the students to read the information on their WhosFamily relationships who? and fl in the names on the corresponding family il tree. PREPARATION 4 When all the students have filled in the names on theirMake one copy of the complete worksheet and cut it in half as family tree, collect the Whos who? sections.indicated. Make one copy of the Family A and Family Bsection for each student in the class. Make one copy of the : 5 The students now work in pairs of Student A and Student t&Whos who? section for every pair of students inihe class B. Ask the students to take it in turns to describe theand cut it in half as indicated. relationships between the people on their completed family tree (without showing ter completed version t hi oTIME their partner) so that their partner can fill in the blank one40 minutes on their worksheet.ANSWERS rg @ IanReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999
  • 30. 1 Over the bridge... Reward Pre-intermediate Resource PackOver the bridge, theresPublished by Macmillan Publishers L~m~ted. sheet may be photocopied and used within the class This b
  • 31. Over the bridge. . . WoksheetACTIVITY PROCEDURE Pairwork: writing, reading, speaking 1 Give one copy of the worksheet to each student in the class.AIM 2 Ask them to imagine that their ideal place to live is on theTo write a description of an imaginary place to live. other side of one of the bridges in the pictures.To complete a partners description of an imaginary place tolive. 3 Each student should write a description of this ideal place without indicating which bridge they have chosen.GRAMMAR AND FUNCTIONS They should describe:Describing facilities: the features and facilities of their ideal place Its got ... their own house There is/are why they like living there and what they do in a typical day in their ideal place.VOCABULARY 4 When they have done this, ask the students to copy theirFeatures of a place to live description onto another piece of paper. This time they leave out every sixth word in their description.PREPARKIIONMake one copy of the worksheet for each student in the class. 5 Now ask the students to work in pairs and exchange their incomplete descriptions with their partner. They eachTIME write a suitable word in each blank in their partners30 to 40 minutes description then guess which bridge their partner chose. 6 Finally, the students show their original description to their partner and compare their own words with the words their partner chose to fill in the blanks.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. r
  • 32. Progress check Reward Pre-intermediate Resource Pack i d used within the class.
  • 33. 1 Bingo Worksheets Progress check m m andNOTE: Use Worksheets 6-1 0a and 6-1 0 b for this PROCEDUREactivity. 1 Give one bingo card to each student in the class. 2 Tell the students that you are going to call out theACTIVITY infinitive of verbs and that they should put a cross in theWhole class: listening box next to the past simple form of these verbs as they hear them.AIMTo play a game of bingo and to recognise the past simple form 3 Explain that the object of the game is for the students toof irregular verbs as the infinitive is called out. get a horizontal, vertical or diagonal line of crosses on their bingo card. When they have done this, they should shoutGRAMMAR AND FUNCTIONS bingo!. If you want to use the bingo cards again, ask thePast simple forms of irregular verbs students to use a pencil. 4 Shuffle the verbs from the cut-up verb grid and put theVOCABULARY complete verb grid in front of you. Each time you call outIrregular verbs a verb, place it on top of the same verb on the verb grid.PREPARATION 5 When someone shouts bingo! ask them to call out theMake copies of the bingo cards so that the students have one infinitives of the past simple verbs they have got in theireach. Make one copy of the verb grid on the back of line and check on the verb grid in front of you that theseWorksheet 6- lob and cut it up, so each verb is on a separate verbs have been called out. If they have, this student is thecard. Make one copy of the verb grid and do not cut it up. winner. 6 Ask the students to rub out the crosses on their bingoTIME cards and exchange them. Repeat the activity. The winner30 to 40 minutes of the last game takes over from the teacher and calls out the infinitives. You can make the game more challenging by asking the students to get a full-house.That is, the winner should have crosses next to all the verbs on their bingo card. In this case, you may like to Limit the number of verbs the students need to listen out for in the following way: Before you start the game of bingo, lay out verbs from the cut-up verb grid face down and ask the students to choose three verbs each. You will need one cut-up verb grid for every ten students in the class. Point out that the verbs they have chosen are in the infinitive form and that they should look for the past simple form of these verbs on their bingo card. I they are on their bingo card, f the students should put a cross next to them in the box provided. These verbs now count as credits in the game and the students do not have to listen out for them. Collect all the verbs in again and you are ready to start the game.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. w
  • 34. Progress check Reward Pre-intermediate Resource Pack
  • 35. Reward Pre-intermediate Resource Pack We interviewed some students who are going to look for their first job soon. We asked them to say what is important for them in a job. These are some of their answers: thats really ercitinq and fun. r Alison: Id like to have a job where I meet a lot of interestinq people from a l l over the r~arld. (~allv: I want to be my own boss.) w r ~ o b e r t46 like to travel) : to foreign countries. ( ~ a r y 4d like to have a job : h e s : I want to earn lots of money ..#:*L I"".. L"I:J....- wrcrr lvrry rlvlruuy>. A& (21e with computers and new -9 a cy the world! y A spend hours in a car or on 5 , I a train travelling to work. ( w a l l day. I want to be outside in the Simon: Id like to do a Suzette: Most of all, I want to feel happy i n the job I do. Three things which are important for me: 1 2 3 One thing which is not important for me: Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. b
  • 36. 1JObpriorities Worksheet mACTIVITY PROCEDUREPairwork: reading, speaking 1 Ask the students to imagine that they are looking for a job and to think about the sort of job they would like.AIM Brainstorm some of the things which they think areTo read about and discuss things that are important for people important in a job.when looking for a job. 2 Give one copy of the worksheet to each student in the class and explain that they are going to read the answersGRAMMAR AND FUNCTIONS given by some students when asked What i important sTalking about hopes, ambitions and preferences for you in a job?Would like to, want to, dont want to 3 When they have read the comments on the worksheet,VOCABULARY each student should choose three points they agree withJobs and one that they do not agree with and write them in the box provided at the bottom of the worksheet.PREPARATION 4 Now ask the students to work in pairs and explain theirMake one copy of the worksheet for each student in the class. choices to their partner. I.TIME 5 When they have done this, ask the students to think of a20 to 30 minutes job which would suit each of the people interviewed.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. w
  • 37. Predictions for the week beginning OQ 0 The events of this week will change your life! In the next few days youll go ............................................................................................... Youll meet This person will tfold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . At work/school, you wont tfold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Somebody at home will 1 I and so youll probably feel At the weekend, youll I I Your life will never b e the same because Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. b
  • 38. Horoscope COnSeqUenCeS Worksheet rnACIIVITY PROCEDUREGroupwork: writing 1 Discuss different ways in which people try to predict their own future, for example, palm-reading,tea-leaf reading,AIM tarot cards, horoscopes, etc.To create an imaginary horoscope by writing predictions. 2 Explain that the students are going to write horoscopes for one another.GRAMMAR AND FUNCTIONSWill for predictions 3 Divide the class into groups of eight and give one copy of the worksheet to each student in the group. Ask eachVOCABULARY student to write the date of the following Monday in theGeneral space. For example, if today is Wednesday 1st December, they should write Predictions for the week beginning 6thPREPARATION Decembar.Make one copy of the worksheet for each student in the class. 4 Now ask the students to complete the sentence beginning In the nextfew &ys youll go ... in any way they like.TIME30 minutes 5 When they have done that, ask them to fold their piece of paper so that the sentence they have written is hidden, and the next sentence beginning Youll meet... is visible. They should then give it to the student on their left. 6 Ask the students to complete the sentence which is now at the top of the page on the piece of paper they have received. 7 When they have done that, ask them to fold it as before and give it to the student on their left. 8 Repeat the activity until all the sentences have been completed. 9 Tell the students to open out the completed horoscope they have received - this is their horoscope for the week. 10 If there are any words or phrases that the students do not understand or think are incorrect, tell them to find the student who wrote them and ask them to explain or correct the word or phrase. IReward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999.
  • 39. 1 Getting ready to go Reward Pre-intermediate Resource Pack fold I. I I I I 1 take travellers cheques take foreign currency? 2 change my money when I ............................................ .................................................................................. I I 1 find a youth hostel stay in a hotel?& 2 sleep in a tent ..................................................... I................................................................................. I I I hi" a car travel by train? 2 travel by bus .................................................................................. .................................................................................. I I I I 1 travel alone 2 travel with my parents .................................................................................. I Q I I I 1 go round the museums go to the b e a c A 2 take a lot of photographs ,.................................................................................. .................................................................................. suitcase?^ I I I 1 take a strong bag take a 2 take a backpack ........................................... ......................................................... I I come back soon? ........................................... A I 1 travel for a year I I I 2 come back next month .................................................................... write me a letter? 2 send you a postcardI b ; I .................................................................................. ......................._._ ......................................................... I I I A 1 take a map take a guidebook? 2 buy one when I get t h e n .................................................................................... ............................................................................................. I I I I 1 go walking in the mountains stay in the town? 2 spend a week in the jungle ........................ ( _._. . (( .................................................... ........................... ..._................................................... Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. r
  • 40. Getting ready to go Worksheet rnACTIVITY 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 card to each student indrills, see the notes for teachers at the beginning of the the class. Keep one for yourself.Resource Pack.) 2 Tell the students that they are going to ask and answer questions about travel plans, using their cards as prompts.AIMTo speak to as many partners as possible, asking and 3 Write an example dialogue on the board, indicating theanswering questions about travel plans. language the students should use. For example:GRAMMAR AND FUNCIIONS Student A: Are you going to take someforeignGoing to for plans currency?Will for a decision made at the time of speaking Student B: No, I think Ill take travellers cheques. Explain that Student A asks the questions usinggoing to toVOCABULARY ask about Student Bs travel plans, but that Student B (theTravel traveller) has not finalised plans yet and uses will, as they are making decisions at the time of speaking. This is whyPREPARATION there are two prompts for the answer given by Student B,Make one copy of the worksheet for each group of up to ten who makes a decision at the moment of speaking bystudents. Cut the worksheet up into cards, being careful to cut choosing one of the prompts for their answer.and fold as indicated. Each card has two sides, and should be 4 Demonstrate the activity with individual students using thefolded so that it has Plan on one side and Decision on the card you kept for yourself. Tell the students to hold theirother. You will need to keep one card for yourself to card so that the side marked Plan is facing them, and thedemonstrate the activity. side marked Decision is facing their partner. This i how s they should hold their milldrill cards throughout theTIME activity. 15 to 20 minutes 5 Now ask the students to go round the class or group and ask and answer questions with as many different partners as possible, using their cards as prompts. In this activity, the students repeat the same question several times, but practise different answers each time they change partner. 6 When the students have spoken to several partners, ask them to exchange cards and repeat the activity, holding their cards as before. 7 Ask the students to exchange milldrill cards several times so that they practise asking different questions each time they change cards. Unlike other mill drills,in this mill d i l rl the students do not turn their milldrill cards around the other way as this would mean that they would be making the same choice of response each time. This might make . the concept of deciding at the moment of speaking unclear. I,Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999.
  • 41. Wheres the Park. School of Reward re-intermediate Resource Pack English? MapBDDD Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. b
  • 42. Where4 the Park School of Reward Pre-intermediate Resource Pack English? Place cards The compmhensiw school is opposite the hosphl, near the R i m ~hames. i Welsh Bank is next to the Shahqmate Theatto, opposite the Black Rince pub. .................................................................................................................................................................................................................................................. i The county Ubrary is nerd to the Black Rince pub, near the patk.I i The Rave-On disco is on the comer of Park Road and Wantage Road. : The Park School of English is nerd to the It* rsstrurant, opposite the cinema. 4 ; i The tennis courts am at the end of Mill Lane, behind the clnema. 63%: i The Chinesa sapmnatkot is between the cinema and the ice tink. : The Tourist Intonnation Centre is opposite the railway stalkm. i Gsoaginas cafe is oppodte the chmhts, on the cornet of The Broadway and New Road. ; The police station is between Museum Road and Fig Sheet. i The antiques market is on the cornet of Museum Road and New Road, near the farm. Psrghs h a d qonts is nerd to the railway station, near the lake. i Daisys flower shop is betrmsn the railway station and Abingdon Road. i Mamvells boobhop is nerd to the ice tink, opposite the chemists. i Joes bakety is near the farm, nerd to the bridge over the Rhmr Thamss. ; / Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 43. 1 Whews the Park School of English? worksheet 4D NOTE: This activity can be extended to Worksheet 14b into The Broadway; the$& building on the left is or can be done on its own. a cinema. Go to the end of the Broadway; the ice rink is on the left,just before the roundubout. At theACTIVITY roumhbout, turn right. T k chemists is on the .*Whole class: Listening, writing corner of New Road and Wallingford Road. Go along New Road and take the second turning on the right.AIM Go to the end and the museum is inpont ofyou.To follow directions and to fill in details on a map. Between the museum and the River Ihumes, theres a farm. GRAMMAR AND FUNCTIONS 4 If necessary, repeat the directions.Prepositions of place: opposite, next to, in, between, behind, on the corner of, 5 Ask the students to work in pairs and compare completed infront of maps.Following directions: 6 If you have an overhead projector in the classroom, At the roundabout/crossroads... display the blank map on an overhead projector Take the$rst/second turning on the left/right. transparency and ask the students to take it in turns to call Its on your leS/right. out directions so that you can fill it in and they can check Its not veryfar. their answers. If you do not have these facilities, gives Gopast. .. each pair of students a copy of the completed map and ask Go to the end oj.. them to check their own answers.VOCABULARYFeatures of a townPREPARATIONMake one copy of the worksheet for each student in the class.Photocopy the worksheet on overhead projector transparencyif possible.TIME30 minutesPROCEDURE1 Give one copy of the worksheet to each student in the class.2 Explain that you are going to read out some directions and that the students should fill in the names of places on their maps according to what they hear. Pre-teach the spelling of the proper names that occur in the directions below.3 Read out the following directions: You are coming into the town along Park Road. Go past the hospital on the left and cross over the River Ihumes. T k next building on the right is the Shakespeare theatre. Opposite the theatre is St Pauls church and next to that is the Black Prince pub. Tkres apark behind the pub and in thepark theres a swimming pool Go to the end of Park Road and at the crossroads on the corner of Park Road and T k Broadway, theres an Italian restaurant Turn rightReward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. 0
  • 44. 1 Wheresthe Park School of English?I Place cards worksheet a DNOTE: The students cannot do this activity until they PROCEDUREhave completed Worksheet 14a, Map dictation. 1 Make sure that all the students have their completed ropy of the map in Worksheet 14a.ACTIVITY 2 Give one place card to each student in the class and askWhole class: speaking them to find the place on their own map according to the directions given. They should write the name of theirAIM place on their map.To ask and say where places are and to fill in places on a map. 3 When they have done that, ask them to write the name ofGRAMMAR AND FUNCTIONS their place on the back of their map in big letters.Prepositions of place: 4 Collect all the place cards and explain that the students are opposite, next to, in between, behind, on the corner of going to go round the class, holding their maps up so that the map is facing them, and the name of the place is facingVOCABULARY their partner. They should ask questions to find out whereFeatures of a town the place is situated on the map. For example:TIME Student A: E x m e me, wheres the Park School of20 to 30 minutes English please? Student B: Its next to the Italian restaurant, oppositePREPARATION the cinema.Make one or more copies of the worksheet and cut out the Tell the students that there are 15 places (or fewer if thereplace cards as indicated so that the students have one each. are fewer than 15 students in the class) to add to theirIf there are fewer than 15 students in the class, prepare the maps, including their own place.appropriate number of place cards. The students will needtheir maps from Worksheet 14a. 5 Once they have found and marked the other students places on their map, ask them to compare in pairs or small groups - their maps should be identical.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999 0
  • 45. IA day in the diet of . . . Reward Pre-intermediate Resource Pack Ron, retired, age: 73 Melanie, a nurse, age: 21 Lee, a student, age: 20 Helen, a model, age: 25 Terry, a farmer, age: 50 A doctor made the following comments. Match each comment to one of the people above.Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 3
  • 46. A day in the diet 05..Worksheet rnACTIVITY PROCEDUREPairwork: reading, speaking 1 Give a copy of the worksheet to each student in the class. 2 Ask them to look at the five people in the pictures at theAIM top of the worksheet and to imagine what sort of mealsTo read about and discuss what people eat in a typical day. they eat, taking into account their different ages and occupations.GRAMMAR AND FUNCTIONSExpressions of quantity 3 Ask the students to work in pairs and to match a typicalCountable and uncountable nouns days menu to each person.Some, any, a lot, (not) much/many, hardy any 4 When they have done this, ask the students to compare their answers with another pair of students and explainVOCABULARY their choices.Food and drink 5 Checktheaoswers:PREPARATION Menu 1 = LeeMake one copy of the worksheet for each student in the class. Menu 2 = HelenTIME Menu 3 = Ron20 to 30 minutes Menu 4 = Terry Menu 5 = Melanie 6 Now ask the students to read the comments made by a doctor and match a comment to each menu. 7 Checktheaoswers: Menu 1 = comment D Menu 2 = comment E Menu 3 = comment B Menu 4 = comment A Menu 5 = comment C FOLLOW-UP You could ask the students to write their own Day in the diet oJ.. but be aware that some students may be sensitive to diet and weight.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 47. Progress check 1 Find the mistake Reward Pre-intermediate Resource Pack Student A - - --- - -- - -- --- - - -- - - 5 I d k y v o v e my Ey&tz. I ICllnk IR barrw m e Eh%h*Rm q r mt h e (rbrari. . b ILe cpt a headache.Have we q ~a+q mpirw? _--- Jut a mirute, II(tPo&o bAdicaP L. t q Im 3% to n p e d a week in Pub. 00 t b r to come witk me? 10 G40tl Im $eonad y kr come. I u ! P meek ycru k the rukauranf -ite t h e buo b t d i o n at 8 odock. ,................................................................................................................................................................................................................................................. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 48. Find the mistake Worksheet Progress check mNOTE: This activity is n o t linked t o the activity o n PROCEDllREWorksheet Progress check 11-1 5b. 1 Divide the class into equal numbers of Student As and Student Bs.ACTIVITY 2 Give one copy of Student A sentences to each Student APairwork: speaking and one copy of Student B sentences to each Student B.AIM 3 Ask the students to work in pairs of As and pairs of Bs. TellTo identlfy and correct grammatical mistakes in sentences. them that some of their sentences are correct, while some of them have a grammatical mistake in them. They shouldGRAMMAR AND FUNCIIONS decide whether the sentences are grammatically correctRevision of Students Book Lessons 11 to 15 and make corrections where necessary. The studentsVerbs followed by to + infimtive should discuss the sentences in their paits but all theWill for prediction, going to for plans students should write corrections on their ownPrepositions of place worksheets.Countable and uncountable nouns 4 Ask the students to form pairs of Student A and Student B and compare their sentences. Student A has the correctVOCABULARY form of sentences which are grammatically incorrect onRevision of vocabulary in Students Book Lessons 11 to 15 Student Bs worksheet and vice versa. This means that theGeneral students should be able to correct one another at this stage.PREPARATIONMake one copy of the worksheet for each pair of students. 5 Check that the students have identified the correct versions of the sentences.TIME30 minutesANSWERS Correct. You use going to to talk about things which 6(a) Correct. You use will for a decision made at the are arranged. moment of speaking. Incorrect. The trip to Madeira is something which is 6(b) Incorrect. arranged, not a decision made at the moment of 7(a) Incorrect. Maybe suggests that the speaker is still speaking. thinking about what to cook, so going to is not Correct. Traffic is an uncountable noun. appropriate. Incorrect. You use how many with countable nouns. 7(b) Correct. Ill used correctly here. is Incorrect. The correct preposition of place is behind 8(a) Incorrect. You use decide with to + the infinitive. (without of). 8(b) Correct. Correct. 9(a) Incorrect. The correct form is Would you like to...? Correct. 9(b) Correct. Incorrect. 1qa) Correct. See 6 and 7 above. Incorrect. You put to + infinitive after need. 10(b) Incorrect. Correct.Reward Pre-Intermediate Resource Pack O Macmillan Publishers L~mited 1999. Q
  • 49. Progress check 1 Food, glorious food! Reward Pre-intermediate Resource Pack Student A CLUES ACROSS Example 1 Italian food. L P A S T A You eat it with tomato sauce. -++ A N A N A B A A ;..................................................................................................................................................... I Student B CLUES D O W N Example 1 You buy tea or biscuits in it. 2 .................................................................................................................................................................................................................................................. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 50. Food, glorious food! Worksheet Progress check m activity is not linked to the activity onNOTE: T h ~ s 2 Divide the class into Group A and Group B.Worksheet Progress check 1 1-1 5 a . 3 Explain that you are going to give both groups the same crossword but that Group A will have the across wordsACTIVITY already written in and Group B will have the dawn wordsPairwork: speaking, writing already written in. Their task is to write clues for the words written on their crosswords.AIMTo write clues for a crossword and to complete it. 4 Give a copy of crossword A to each student in Group A and a copy of crossword B to each student in Group B.GRAMMAR AND FUNCTIONS 5 Ask the students to work with two or three other studentsDescribing words from the same group. They should invent and write down clues for the words on their crossword in the spacesVOCABULARY provided. A the students should write the clues down on URevision of vocabulary in Students Book Lessons 11 to 15 their own worksheet.PREPARATION 6 When they have finished writing their clues, the studentsMake one copy of the worksheet for each pair of students in should work with a partner from the other group (ie athe class and cut it out as indicated. student from Group A should work with a student from Group B). They m s not show their aossword to their utTIME PBlmer.30 minutes 7 Ask them to sit facing one another and take it in turns to ask their partner for clues to the missing words on theirPROCEDURE own crossword. They should read out the clues they have1 Tell the students that you are going to give them a written for their partner to guess the words, and write in definition of a word, and that they have to guess what the the missing words on their crosswords from the clues word is. Write Italian food. You eat it with tomato sauce. their partner gives them. on the board. Elicit the answerpasta. Tell the students that they are going to write similar definitions of words as clues for a crossword.ANSWERReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 Q
  • 51. 1 Inuitation dominoes Reward Pre-intermediate Resource Pack MAKE AN MAKE AN MAKE AN INVITATION INVITATION lNVITATION MAKE AN MAKE AN MAKE AN INVITATION INVITATION lNVITATlON MAKE AN MAKE AN MAKE AN INVITATION INVITATION INVITATIONublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 52. Invitation dominoes Worksheet mACTIVITY PROCEDUREGroupwork: speaking : 1 Write a few time expressions and places on the board and i elicit the correct prepositions to go with them.AIM i 2 Now explain to the students that they are going to play aTo play a game of dominoes matching places and time game of dominoes matching a time expression or a placeexpressions with the correct preposition. To make invitations. : with the correct preposition, and that the object of the game is to get rid of all their dominoes.GRAMMAR AND FUNCrlONSMaking invitations 3 Ask the students to work in groups of four or five and givePrepositions of time: at the weekend/8pm, each group of students a set of dominoes, with the Make on 3 I July/Monday, in the mornin~June/l996 an invitation cards mixed in. Ask them to deal out fivePrepositions of place: at the theatre, in Lonclon dominoes each and to leave the rest in a pile, face down. 4 Before they start playing, explain how to play.VOCABULARYPrepositions of time 5 When theyve finished a game, they can shuffle and playCountries, towns, places of entertainment another round.PREPARATIONMake one copy of the worksheet for every four or fivestudents in the class and cut out all the cards as indicated. Youmay wish to photocopy the worksheet and stick it onto card.TIME30 minutesHOW TO PLAY1 Player A puts down any one of their dominoes (except a For example: card marked Make an invitation) face up. Would you Like to play tennis at the weekend?2 The player on their left must then put down one of their How about coming to the cinema with me on dominoes, making sure that the preposition matches the Thursday evening? time or place on Player As domino. When they have done this, they return the card to the For example: bottom of the pile. (domino A) at or (domino B) 8pWon b) take a domino from the top of the pile and put it down (domino Q 1I th February if they can. The players take it in turns to add dominoes in this way. 4 The winner is the first player to get rid of a their U3 If a player cannot put down one of their dominoes, they dominoes. can either: a) play a card marked Make an invitation by holding up their card and inviting another player to go out, stating the time and place.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 53. Reward Pre-intermediate Resource Pack Descriptions A Shes an attractive young black woman H Hes a good-looking man with curly with short dark hair. hair and a moustache. Shes very slim and shes got beautiful dark eyes. Xi....................................................................................................................... Hes quite short and he looks fit. i .................................................................................... X . ,.................................... . :i B Hes middle-aged and hes got grey - - i I Shes tall with very short dark hair. hair and a beard. She wears glasses and she looks Hes quite tall and he looks like a banker or company director. really serious. C Hes got quite long fair hair and he J Hes an attractive young man with long X wears glasses. hair. Hes very thin and he looks like a Hes got beautiful eyes and he student. looks like a dancer. D Shes very tall and shes got long K Hes quite old, with curly white hair and a X X dark hair. beard and moustache. - Shes slim and she looks like He looks like someones a model. grandfather. E Shes a good-looking middle-aged L Shes a pretty woman with long woman with grey hair. dark hair. Shes of medium height and she looks happy. X Shes quite fat and she looks nice. F Shes of medium height and shes M Hes got quite long curly hair and a X got long blonde hair. nice face. G She wears glasses and she looks friendly. Hes quite old and hes bald. N He wears glasses and he looks like a musician. Shes of medium height with long X - X straiqht hair. Hes got a round face and he looks kind. X Shes quite young and she looks sad. IDENTITY CARD NAME AGE NATIONALITY JOB HOBBIES FAVOURITE NIGHT OUT..................................................................................................................................................................................................................................................Published by Macmillan publishers Limited. This sheet may be photocopied and used within the class. 0
  • 54. I Photofit Worksheets m m andNOTE: Use Worksheets 17a and 17b for this act~vity. PROCEDURE - . 1 Ask the students to work in groups of four to six.ACTIVITY 2 Give one set of pictures and sentences to each group. DoGroupwork and pairwork: speaking, reading, writing not give out the identity cards yet.AIM i 3 Ask the students to spread out the pictures face down andTo play a memory game, matching a written description of a to spread out the sentences face down separately from theperson to a picture. To write an imaginary identity for a : pictures.person. 4 The students take it in turns to turn over one picture andGRAMMAR AND FUNCTIONS I one description. They should read the description and decide whether it matches the picture. If it does, theDescribing appearance student keeps the pair and plays again. If it doesnt, the student puts them back face down and the student onVOCABULARY their left plays in the same way. iDescribing appearance - - - 5 Continue until all the pictures and sentences have beenPREPARATION matched: the player with the highest number of matchingMake one copy of Worksheet 17a and 17b for every four to six pairs is the winner. Check the answers. (See the back ofstudents in the class. Cut out the sentences,pictures and Worksheet 1% )identity cards as indicated. 6 For the next part of the activity the students stay in their ; original groups. They put all the pictures of people spreadTIME out in front of them, face up. i45 minutes j 7 Divide each group in half into mini-groups of two or three j students. 8 Give one identity card to each mini-group and ask them to i write imaginary information on it about one of the people i in the pictures without lettlog anyone else know which j picture they have chosen.They should invent information : which they think correspondsto the persons appearance. { 9 Ask the students to exchange identity cards with another I mini-group and to guess which picture it goes with. i 10 When they have matched people correctly, they should I exchange identity cards with another mini-group and i guess which pictures they correspond to.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 55. Reward Pre-intermediate Resource Pack Pictures4 x .................................................................................................................................................................................................................................................. ,......................................................................................................................... ....................................................................................................................... I Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 3 9
  • 56. I Photoflt Worksheets m m andANSWERSDescription A = Picture 3 Description H = Picture 14Description B = Picture 13 Description I = Picture 5Description C = Picture 8 Description J = Picture 11Description D = Picture 2 Description K = Picture 4Description E = Picture 12 Description L = Picture 10Description F = Picture 1 Description M = Picture 7Description G = Picture 6 Description N = Picture 9Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 57. @ 1 Age matters Reward Pre-intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 3
  • 58. 1 Age matte~s Worksheet mACTIVITY PROCEDUREPairwork: speaking 1 Write the headings of the columns from the worksheet on the board and brainstorm any associations the studentsAIM have with each age group.To categorise vocabulary and to discuss personal associations 2 Ask them to work in pain and give one copy of thewith different age groups. worksheet to each pair.GRAMMAR AND FUNCTIONS 3 Ask them to write the words and expressions on theDescribing people worksheet under the age group heading they associateComparative adjectives them with. (One word or expression can apply to more than one category.)VOCABULARY 4 When they have arranged the words on their worksheet,Adjectives and expressions for describing people they should add two words or expressions of their own to each column. PREPARATIONMake one copy of the worksheet for each pair of students in 5 Ask the students to compare worksheets with another pairthe class. of students and notice any differences. They should k discuss the way they have categorised words andTIME expressions. Encourage the students to use the target20 to 30 minutes language, and to make comparisons.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 59. @ JFashionconscious or Reward Pre-intermediate Resource Pack fashion victim?4 - - - I How much time do you spend in 6 The colour in fashion this year 11 When you read a newspaper, do front of the mirror in the doesnt suit you. What do you do? you turn to the fashion pages? morning? a) I wear it anyway - its in a) Yes, I always read the fashion a) More than five minutes. fashion! pages. b) Less than five minutes. b) I dont wear it. b) I sometimes look at the pictures. C) I prefer not to look in the C) I dont care about whats in c) What fashion pages? mirror in the morning. fashion. 12 How would you describe your 2 . Why do you like your clothes? 7 When was the last time you style of dress? a) Because they are comfortable. bought something to wear? a) Fashionable. b) Because they say something a) Less than 3 days ago. b) Not fashionable but me. about the sort of person I am. b) More than 3 days but less than C) Style? Whats that? C ) I dont like my clothes. 6 months ago. c) I never buy clothes. My 3 What do you usually wear? mum/dad/wife/husband/ a) Jeans and a T-shirt. boyfriend/girlfriend buys them b) Whatevers in fashion. for me. C) What I feel like wearing. 8 Why did you buy it? 4 When you meet someone for the a) Because I liked it. first time, what do you notice first? b) Because its fashionable. a) Their eyes and hands. C) Because I needed it. b) Their shoes. c) Their character. 9 What do other people think about your clothes? 5 You see the pair of trousers you a) They think theyre smart. want. Theyre beautiful - but you b) They think theyre strange. havent got much money. What do c) They never notice my clothes. you do? a) I forget about them. 10 What do you refuse to wear? b) I dont buy them but I dream a) Clothes that are in fashion. about them. b) The clothes my c) I buy them and I dont eat for murn/dad/wife/husband/ a week. boyfriendgirlfriend buys for me. c) Clothes that are not in fashion. W h a t it means You scored 12 to 19: You probably dont know what this take some risks and try a different style for a change? Youre questionnnaire is about. You think that there are more too serious -fashion can be fun! important things in life than fashion, but perhaps you are a bit You scored 29 to 36: You are a fashion victim! Do your lazy too. How about going shopping yourself - your friends ever walk on the other side of the road when they go mother/father/wife/husband/girlfriend/boend out with you? You know a lot about fashion, but you need to has got enough to do! choose the clothes that suit you. There are more important You scored 20 to 28: Clothes are not the most important things in life than clothes - try speaking to people and you thing in your life, but you know what suits you. You have a will be surprised to find that they are nice. even if they are very personal style but it is always the same. Why dont you wearing the wrong shoes. / Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. G,
  • 60. Fashion conscious orfashion victim? Worksheet rnACTIVITY PROCEDUREPairwork: reading, speaking 1 Ask the students to work in pairs. Give one copy of the questionnaire to each student in the class but do not giveAIM out the What it means section yet.To interview a partner about fashion and clothes using a 2 Ask them to take it in turns to ask their partner thequestionnaire. questions on the questionnaire and to note down their answers.GRAMMAR AND FUNCTIONSQuestions 3 When they have interviewed one another, they should add up one anothers score.VOCABULARY 4 Give the What it means section to each pair of studentsClothes and ask them to read out their partners results.PREPARATIONMake one copy of the worksheet for each student in the class.Cut off the What it means section.TIME20 to 30 minutesReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 61. 1 Record breakers Reward Pre-intermediate Resource Pack Questions 1) How long It takes t o fly from London t o New York by Concorde. 9) How long It takes for light t o reach the Earth from the Sun. 3) How long It takes for the Moon t o travel around the Earth. 4) How far The Sun is from the Earth. 5) How far Urumqi in China is the furthest city from the sea. It is from the nearest coast. 6) How far The Moon is from the Earth. 7) How much It costs t o go from London t o Venice by the Orient Express. 8) How much It costs t o fly from London t o Sydney, Australia. 9) How much The most expensive hotel in the world is the Hotel Nova Park in Paris. It costs t o stay for one night in the Royale Suite. 10) How fast The fastest land animal in the world is the cheetah. It can run at 11) How fast The biggest aeroplane in the world is the Boeing 747. It travels at 19) How fast The fastest aeroplane in the world is Concorde. It flies atPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0--
  • 62. Record breakers Worksheets and NOTE: Use Worksheets 2Oa and 2Ob for this activ~ty. PROCEDURE 1 Revise how to say long numbers. . - ACTIVITY 2 Write this sentence on the board: Groupwork: writing, reading, speaking It takes .......... tofly from London to New York by Concorde. AIM Then elicit the question needed to find out the missing To read information and to write questions. information: To ask and answer questions. How long does it take to fly from London to New York by ~incorde? GRAMMAR AND FUNCTIONS Talking about time, distance, speed and price 3 Give a copy of Worksheet 20a (questions) to each student Questions: How long? How far? How fast? How much? in the class. Ask the students to work in pairs and to write the questions they will need to ask to find out the missing VOCABULARY information in all the sentences on their worksheet. Each Facts and figures student should write the questions on their own worksheet. PREPARATION 4 As they are doing this, go round and make sure they have Make one copy of Worksheet 20a (questions) for each student written the questions correctly. in the class. Make one copy of Worksheet 20b (facts and figures) for every three students in the class and cut it into 5 Now ask the students to work in groups of three. Give sectionsA, B and C as indicated. sections A, B and C from Worksheet 20b (facts and figures) to each group and ask each student to read one section TIME each, without showing it to the other members of their 30 minutes group. Explain that each member of the group has got a different set of information. 6 Each student in the group has got information on Worksheet 20b which answers four questions on Worksheet 20a. They should write in the answers on their worksheet. Section A contains answers to questions 1,3, 5 and 12. Section B contains answers to questions 2 , 4 , 9and 11. Section C contains answers to questions 6 , 7 , 8and 10. 7 When they have done that, the students take it in turns, in their groups, to ask one another questions in order to obtain the information needed to answer the other questions on their worksheet. Tell them to write the information on their worksheet.I Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999
  • 63. 1 Record breakers Reward Pre-intermediate Resource Pack Facts and figuresJ x The Moon takes just over 27 days to travel around the Earth. The same half of the Moon always faces the Earth. Nobody had seen the far side of the Moon until the USSR spacecraft Luna 3 took the first photographs of it in 1959. Concorde takes 3 hours to fly from London to New York, a distance of 5,536 km (3,500 miles). It travels at 2,333 kmlh (1,500 mph) which is faster than the speed of sound. This is twice as ---- fast as an ordinary passenger plane. Urumqi, capital of the Uighur Autonomous region of China, is t h e furthest city f r o m the sea. It is about 2.250 krn (1.400 miles) from the nearest coast. . . The most expensive hotel in the world is the Hotel Nova Park in Paris, France. One night in the Royale Suite costs £3.525. This is more than a lot of people earn in a year! The Boeing 747 (Jumbo jet) is the largest and most powerful plane in the world. It can carry up to 500 passengers. It is as high as a 6-storey office block and weighs over 370 tonnes. It has a maximum speed of 969 km/h (602 mph). Light from the Sun takes eleven hours to reach Pluto, the furthest planet in our Solar system. It travels a distance of 150 * million k m (93 million miles) t o reach the Earth and it takes eight minutes. i The fastest land animal in the world is the cheetah. On the plains of i east Africa. Iran. Turkmenistan and Afghanistan. it has a maximum L speed of about 96 km/h (60 mph). The Earth is the third nearest planet to the Sun. It has one natural satellite orbiting it, the Moon, which is 384,365 km (238,840 miles) from the Earth. The Moon is a quarter the size of the Earth. The Orient Express used to run between Paris and Istanbul but now It makes a sholter trlp from London to Venlce. It offers the highest luxury in travel. A one-way ticket costs ~ 4 7 5 , which is also the price of a slngle alrfare to Sydney, Australia, a city whlch Is 14 tlmes fulther away from London than Venice. ,.....,,,,,,,,,,,,.,,..,..,..,,....,.............................. .................................................. ........................................................,....,,,,,,,,,,,,,,,.,,.,......................,,,,,,,,,,., ........... Published by Macrnillan Publishers Limited. This sheet may be photocopied and used within the class. 6
  • 64. Record breakers Worksheets m m andANSWERS 1 3 hours 7 £475 2 8 minutes 8 £475 3 just over 27 days 9 £3,525 4 150 million km (93 million miles) 10 96kmlh (60 mph) 5 2,250 km (1,400 miles) 11 969kmlh (602 mph) 6 384,365 km (238,840 miles) 12 2,333 kmlh (1,500 mph)Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. Q
  • 65. Progress check Resource Pack4 PARTNER 1 PARTNER 2 YOU Name Name Your best qualities Your worst qualities Best qualities in a partner Worst qualities in a partner II your appearance .......................................................... I .I I I I ...........................................................I........................................................... I J........................................................... Your best Your worst Best qualities Worst qualities Your STAR SIGN qualities qualities in a partner in a partner appearance CAPRICORN small patient pessimistic imaginative impolite % honest unimaginative confident careless slim serious face - AQUARIUS Mc . friendly generous impatient =cult Wendy w m nervous over-sensitive good-looking quite tall fair hair PISCES medium height sensitive over-sensitive lzind selfish X thoughtful disorganised sensitive over-sensitive round eyes lzind face ARIES medium height clever selfish Wendy lazy square face T lively rude modem selfish long nose TAURUS short patient lazy lzind selfish beautiful eyes 9 organised selfish calm rude thick hair GEMINI tall intelligent nervous optimistic over-sensitive4 II hiendy dishonest generous untidy intelligent face small mouth CANCER round face careful nervous patient nervous s, sensitive rude lzind dishonest small nose nice eyes LEO square face imaginative bossy clever pessimistic generous mouth & optimistic selfish lively selfish attractive eyes VIRGO medium height w LIBRA patient hiendy Wendy nervous unimaginative imaginative careful optimistic lazy disorganised nervous pleasant face lzind eyes beautiful hair lazy long fingers -rq warm disorganised honest unimaginative calm eyes SCORPIO dark eyes imaginative jealous patient lazy nL confident impatient careful disOrganised thick hair interesting face snGmARIUs tall intelligent rude hiendy pessimistic curly, fair hair /- optimistic arrogant w m unimaginative straight nose Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 66. I Star qualities Worksheet Progress check mACTIVITY PROCEDUREGroupwork: speaking 1 Brainstorm the sort of qualities the students like best in people and write them on the board. Elicit the oppositesAIM of the adjectives, for example: generous/mean.To I in a chart by asking and answering questions about 3 hard-u~orking/lazy . etcappearance and character. To use this information to match 2 Now tell the students that they are going to use similarpeople to their star signs. adjectivesfor the next part of the activity. Give one copy : of the blank chart to each student in the class but do notGRAMMAR AND FUNCTIONS give out the star signs information yet.Revision of Students Book Lessons 16 to 20Describing people 3 Ask all the students to fill in the first column in the chart marked you. They should write in adjectives to describeVOCABULARY their own best and worst qualities, and also adjectives toAdjectives to describe appearance and character describe what they think are the best or worst qualities in a partner. They should also write adjectives to describe their own appearance.Make one copy of the worksheet for each student in the class. 4 Now ask the students to work in groups of three. TheyCut out the chart and star signs information as indicated. should write the names of the other two students in their group on the chart under the headings Partner 1 andTIME Partner 2. They now take it in turns to read out the40 to 45 minutes adjectives they have written so their partners can I in 3 their charts. 5 When they have completed the charts, give a copy of the star signs information to each student in the class. They should not tell their partners what their own star sign is yet. 6 The students try to guess their partners star signs by matching adjectives which describe their partners with adjectives to describe a star sign. If the students do not know their star sign, this information is below. 7 The students now tell one another what their stars signs are, and check whether their partners guessed correctly. They compare the adjectives they wrote in the chart with those on the star signs information. b 8 As an extension of this activity, ask the students to match star signs to the pictures of people on Worksheet 17b.CHECK YOUR SIGN ARIES 2 2 March - 2 0 A p r ~ l a LIBRA 2 4 September - 2 3 October TAURUS 21 A p r ~ l -21 M a y % SCORPIO 2 4 October - 2 2 November # GEMINI 2 2 M a y - 2 2 June nf SAGITTARIUS 23 November - 2 2 December CANCER 2 3 June - 2 3 July % CAPRICORN 2 3 December - 1 9 January LEO 2 4 July - 2 3 August - -AQUARIUS 2 0 January - 1 9 February VIRGO 2 4 August - 2 3 September X PISCES 2 0 February - 21 MarchReward Pre-Intermediate Resource Pack O Macmillan Publ~shersLimited 1999
  • 67. Reward Pre-intermediate Resource Pack The best film youve seen: The best book youve read: The most beautiful place The strangest thing youve The most frightening experience youve had: The most dangerous sport The most interesting person A bad experience youvePubl~shed Macmillan Publishers Limited. This sheet may be photocopied and used with~n class by the 0
  • 68. 1 Experiences Worksheet a,ACTIVITY PROCEDUREWhole class: speaking 1 Give one copy of the worksheet to each student in the class.AIM 2 Tell the students to write down information which is trueTo ask and answer questions about memorable experiences. for themselves in the you column. Make sure they understand that the last two sentences ask for informationGRAMMAR AND FUNCTIONS about experiences they have rimer had. Encourage thePresent perfect simple for experiences students to be imaginative.VOCABULARY 3 When they have filled in as much information as they canGeneral (it doesnt matter if they leave one or two blanks), ask them to go round the class and use the information theyPREPARATION have written to find other students who have had theMake one copy of the worksheet for each student in the class. same experiences. They should ask and answer questions like this:TIME (Student A has filled in Jurassic Park for best film)20 to 30 minutes Student A: Have you (ever) seen Jurassic Park? Student B: Yes, I have. 4 When a student finds someone who answers Yes, they should write the name of that student on their chart, and can ask for more information, if they like, using the past simple. For example: Wm did you see it? 2 Did you enjoy it? Wereyou frightened? The students should not write the same name on their worksheet more than twice. This will encourage them to speak to as many different partners as possible. 5 When one student has completed their chart with the names of students who have had the same experiences as them, or when it is obvious that the students have spoken to several different partners and that it is unlikely that someone is going to find a name for each sentence, stop the activity and ask the students to report back to the class b about anything surprising or amusing they have found out.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 0
  • 69. 1 Whatshappened? Reward Pre-intermediate Resource PackPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 70. Whatshappened? Worksheet e bACIIVITY PROCEDUREWhole class: speaking 1 If there are more than 14 students in the class, divide themMiU drill (For detailed instructions and advice on using mill into groups. Give one picture card to each student in thedrills, see the notes for teachers at the beginning of the class. Keep one for youmlf.Resource Pack.) 2 Make sure each student knows how to say what has just happened, as shown in their picture.AIMTo speak to as many partners as possible, asking and 3 Tell the students that they are going to ask and answeranswering questions about pictures. questions about what has just happened, using their pictures as prompts. Write the following dialogue on theGRAMMAR AND FUNCTIONS board indicating the language the students should use.Present perfect simple for past actions with present results For example: (card shows two people who have had an argument)VOCABULARY Student A: Whuts happened?General Student B: Theyvejust had an argument.PREPARATION 4 Demonstrate the activity with individual students. Tell the b students to hold their cards so that no one can see them.Make one copy of the worksheet for each group of up to 14 Ask several pairs of students to demonstrate the activity tostudents. Cut the pictures out so that the students have one the whole class, using their pictures as prompts.picture card each. You will also need to keep one picture cardfor yourself to demonstrate the activity. 5 Now ask the students to go round the class or group and ask and answer questions with as many different partnersTIME as possible, using their picture cards as prompts. In this15 minutes part of the activity, the students repeat the same question and answer several times. 6 When the students have finished, ask them to exchange cards and to go round the class or group again, this time holding them the other way round so the picture is facing their partner. The students take it in turns to ask the same question, and to answer using the pictures on their partners cards as prompts. In this part of the activity, the students give a different answer each time they change partner. 7 The students continue asking and responding in this way until they have spoken to as many different partners as possible.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 71. Reward Pre-intermediate Resource Pack p v e lived in Orford since I Ive workedat the travel agent% for Ive played basketball for Ive known Mark for She lives in Oxford. She works at the travel agents. She plays basketball. Shes got a good friend called Mark. She owns a mountain friend calledPublished by Macmillan Publ~shersLimited. This sheet may be photocopied and used within the class. 0
  • 72. i%e river o lfe f Worksheet mACTIVITY PROCEDUREPairwork: speaking 1 Give one copy of the worksheet to each student in the class.AIM 2 Ask the students to focus on the facts about Suzys lifeTo ask and answer questions about your life now and in the now, for example: She lives in Oxford, she works at thepast. travel agents etc. Explain that the signs along her river of life show when these things began.GRAMMAR AND FUNCTIONSPresent perfect simple withfor and since 3 Ask the students to work with a partner to complete the sentences spoken by Suzy. Explain that they should referVOCABULARY to the dates on the river of life and assume now to beGeneral todays date. Make sure they use specific dates with since and periods of time withfor.PREPARATION 4 It is a good idea to ask the students to draw a line fromMake one copy of the worksheet for each student in the class. each fact which is true now to the sign showing where it began in the past. This highlights the concept of theTIME present perfect simple being used for actions and states30 minutes which began in the past and continue to the present. The river of life can also be used to demonstrate, in a visual way, the difference between since + a date andfor + a period of time. 5 Now ask the students to focus on the blank river of life on their worksheet and explain that they are going to fill it in with information which is true for themselves. 6 First of all they should write in details about their life now. After that ask them to write in the signs when these things began, referring to Suzys example if necessary. 7 Ask the students to work in pairs. They should take it in turns to read out the information which is true for them now.Their partner should ask questions to find out how long this has been true. For example: Student A: I live in Funchal. Student B: How long have you lived in Funchal? Student A: Ive lived therefor 15 years. Student B: Ive got a goodfiend called Stella. Student A: How long have you known Stella? Student B: Ive knoum her since 1985.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999.
  • 73. True and false dejinitions Reward Pre-intermediate Resource Packi TEAM A/ 1 Amopis .../ a) something that you use to wash the floor.i b) something that you wear on your head when its cold. c) something that/ 2 A vandal is ... I/ a) someone who drives a van or a lorry./ b) someone who/ c) someone who damages buildings or objects.;3i A flannel is a) something that you use ... I; b) something that you use/ c) something that you use in the bath.i 4 A plumber is ...i a) a person who repairs water pipes.i b) a person whoi c) a person who sells fruit.;5 Apillowis ...i a) something that you use for cutting the grass. b) something that you rest your head on in bed./ c) something that you fi TEAM B 1 1 A bully is ... a) a person who b) a person who talks too much. c) a person who hurts weaker people. 2 Flip-flops are ... a) things that you use in a computer. b) things that you wear on your feet at the beach. c) things that 3 A cot is ... a) a place where a baby sleeps. b) a * lace where , c) a place where a dog sleeps. 4 A chatterbox is ... a) someone who never stops talking. b) someone who c) someone who gives i n t e ~ e w on television. s 5 A spade is ... a) something that you use in the garden. b) something that a doctor uses in operations. c) something that ..........................................................................................................................................................._... Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 74. I True and.false definitionsACTIVITY PROCEDUREGroupwork: writing, speaking 1 Divide the cIass into an even (two, four, six etc.) number of teams of two to three students. Give half the teams aAIM copy of the Team A section and half the teams a copy ofTo play a game in teams, guessing correct definitions and the Team B section.writing false definitions for words. 2 Explain that only one of the two definitions given for each word on their worksheet is correct. Their task is to guessGRAMMAR AND FUNCTIONS . which definition is the correct one and to invent anotherDefining relative clauses false definition for each word. Check with individual teams that they have found the correct definitions. Be onVOCABULARY hand to answer questions and to offer help with writingLanguage for defining people, places and things definitions, as this is quite a challenging task.PREPARAIION 3 When teams have finished writing false definitions, askMake one copy of the worksheet for every two students in the each Team A to sit facing a Team B for the next part of theclass. Cut out Team A and Team B sections as indicated. activity. 4 Explain that the teams are going to take it in turns to readTIME out one of their words and its three definitions in random40 minutes order without saying which is the correct dehition. The opposing team must discuss and guess the correct definition. 5 Teams score one point for each correct answer and the team with the highest score is the winner.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. 0
  • 75. 1 Stuff and things Reward Pre-intermediate Resource Pack Student A 3 CLUES DOWN Example P 1 Its something to write on. 5 A 1 P E 6J. 74 8 -+ - u 114i Student B CLUES ACROSS Example 2 Its for putting flowers in.. , ..,,,.........,,,.........,,. , ... ....,,,... . .. ....,, ........ . ,,..................... ....... .. ... ........ .... . ...... ....,,,, ., .......,,.. ................,,,........,,, .......,.,.. ....,.,,... ....,,,, ....... ,.,. ......,,., ... ...,.,,.....,,, , .: Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 76. Stuffand things - - Worksheet rnACTIVITY 2 Divide the class into Group A and Group B.Pairwork: speaking, writing 3 Explain that you are going to give both groups the same crossword but that Group A will have the down wordsAIM already written in and Group B will have the aaos wordsTo write clues for a crossword and to complete it. already written in. Their task is to write clues for the words written on their crosswords.GRAMMAR AND FUNCTIONSDescribing things when you dont know the word: 4 Give a copy of crossword A to each student in Group A Its a thing you wear to... and a copy of crossword B to each student in Group B. Itsfor ...-ing in/on/out of/with 5 Ask the students to work with two or three other students You use it to... from the same group..They should invent and write down clues for the words on their crossword in the spacesVOCABULARY provided. AU the students should write the clues down onEveryday objects their own worksheet.PREPARATION 6 When they have finished writing their clues, the studentsMake one copy of the worksheet for each pair of students in should work with a partner from the other group (ie athe class and cut it out as indicated. student from Group A should work with a student from Group B). They m s not show their mssword to their utTIME Pa.40 minutes 7 Ask the students to sit facing one another and take it in turns to ask their partner for clues to the missing words onPROCEDURE their own crossword. They should read out the clues they1 Tell the students that you are going to give them a have written for their partner to guess the words, and definition of a word, and that they have to guess what the write in the missing words on their crosswords from the word is. Write Its something to write on. on the board. clues their partner gives them. ELicit the answerpaper. Tell the students that they are going to write similar definitions of words as clues for a crossword.ANSWERReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 77. Progress check 1 Who said what? Reward Pre-intermediate Resource Pack Ive got enough money to buy a Rolls Royce or a Porsche and use lots of petrol but Ive a l ~ a y been concerned about s pollution so Ive bought a I never take the s u b ~ a y noU because people recognise me. 1 bicycle instead! leather pants and a red leather vest. my education. They sent me to months. I met my Uite in an street and go shopping any more because my tans follo~ t asked me to be in his next movie. 1 Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. G,
  • 78. who said what? Worksheet Progress check m NOTE: This activity can b e extended t o Worksheet PROCEDURE Progress check 21-25b. 1 Ask the students to work in pairs. 2 Give one copy of the worksheet to each pair of students inACTIVITY the class. Explain that they are going to read some extractsPairwork: reading, speaking from interviews with two famous pop stars, Jon and Brad. Tell them that Jon is British and Brad is American.AIMTo read and match sentences to an American English or a 3 Ask the students to read the extracts and decide whichBritish English speaker. comments were made by Jon and which comments were made by Brad. They should focus on words which are onlyGRAMMAR AND FUNCTIONS used in British or American English in the context of theseRevision of Students Book Lessons 21 to 25 extracts. 4 They should underline the words which helped them toVOCABULARY decide and then write the British or American equivalentsBritish English and American English words of the words they have underlined.PREPARATIONMake one copy of the worksheet for each pair of students inthe class.TIME20 minutesANSWERS 1 Jon: petrol (GB) I (US) gas 6 Jon: flat, chemists (GB) Iapartment, drugstore (US) 2 Brad: subway (US) Iunderground (GB) 7 Brad: french fries (US) Ichips (GB) 3 Brad: pants, vest (US) Itrousers, waistcoat (GB) 8 Jon: high street (GB) Imain street (US) 4 Jon: public school (GB) Iprivate school (US) 9 Jon: crisps (GB) Ichips (US) 5 Brad: elevator (US) I (GB) lift 10 Brad: movie (US)/film (GB)Reward Pre-lntermed~ateResource Pack O Macmillan Publishers Limited 1999 G,
  • 79. Progress check 1Jon?;story Reward Pre-intermediate Resource Pack ; Student A Jons story j FAMILY AND HOME LOVE ! I was born in (1) and lived with I had my first kiss when I was nine, but my first my parents in a small flat above a chemists for real girlfriend was called (15) ; 20 years. My parents spent a lot of money on and we went out together for three weeks. I will i ! my education. They sent me to public school, (17) : but I hated it because (3) one day, but I havent met the right woman ! . I got interested in music about yet. ! six years ago. My parents asked me what I wanted for my FAME AND FORTUNE i 15th birthday and I asked for (5) My mum Weve had three TODTen hits in Britain. America and i ! wanted me to work in a bank but I wanted to be (7) Japan. Weve travelled to lots of different countries but my ! . Now that Im famous I think my favourite is (19) - its really : parents are very proud pf me. modern with skyscrapers and lots of buildings, very : ! HEALTH expensive and very busy. Of course my standard of living j ! I went to hospital when I was ten years old, and I stayed in has got better. Ive moved to a bigger house and Ive been ! bed for (9) weeks because my pet snake bit on holiday to (21) . But I dont j : me. This year Ive had (11) three think Ive changed - I still enjoy a pint and a packet of i i times but the good news is that Ive given up smoking. I crisps at my local pub! ! feel much better already! Ive been a vegetarian for ! (13) y e a r s and I started doing yoga two years ago. 8/ .................................. i Student B Jons story i FAMILY AND HOME LOVE j I was born in Sheffield and lived with my I had my first kiss when I was nine, but my ! i parents in a small flat above a chemists for first real girlfriend was called Sally and we went : : (2) years. My parents spent a out together for (16) weeks. I will j4 lot of money on my education. They sent me to get mamed one day, but I havent met the right j public school, but I hated it because there woman yet. i werent any girls there. I got interested in FAME AND FORTUNE (4) about six years ago. My parents Weve had three Top Ten hits in (18) asked me what I wanted for my 15th birthday and I asked . Weve travelled to lots of for a guitar. My mum wanted me to work in (6) different countries but my favourite is Japan - its really but I wanted to be a pop star. Now that modern with skyscrapers and lots of buildings, very Im famous I think my parents are very proud of me. expensive and very busy. Of course my standard of living HEALTH has got better. Ive moved to (20) I went to (8) when I was ten years old, and and Ive been on holiday to Jamaica and I stayed in bed for two weeks because (10) Hawaii. But I dont think Ive changed - I still enjoy a pint . This year Ive had flu three times but the and a packet of crisps at my local pub! good news is that Ive given up (12) . I feel much better already! Ive been a vegetarian for ten years i and I started doing (14) two years ago. ................................................................................................................................................................................... : Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 80. 1 ons S~OY Worksheet Progress check mNOTE: This activity can extend from Worksheet PROCEDUREProgress check 21-25a or can be used on its own. 1 Tell the students that they are going to read an article from a music magazine about Jon, a rock star. Point out thatACTIVITY there is some information missing from the text that youWhole class: reading, writing, speaking are going to give them. i 2 Divide the class into Group A and Group B. Give one copyAIM of Jons story: Student A to each student in Group A, andTo write and ask questions to obtain information in order tocomplete a text. : one copy of Jons story: Student B to each student in I Group B.GRAMMAR AND FUNCTIONS 3 Ask the students to work with a partner from the sameRevision of Students Book Lessons 21 to 25 group for the first part of the activity. On the back of theirPresent perfect simple: questions worksheets they should all write the questions they needPast simple: questions to ask to obtain the information missing from their text, numbering their questions as on their worksheet.VOCABULARY For example:General (on the worksheet) I was born in (1)..........PREPARATION (the students write)Make one copy of the worksheet for each pair of students in 1 Where was he born?the class. Cut out sections A and B as indicated. (on the worksheet)TIME ...and lived with my parents in a smaUflat above a chemistsfor (2).......... years.45 minutes (the students write) 2 How long did he live with his parents in a smaU flat above a chemists? While the students are doing this, be on hand to answer questions and offer help. 4 When the students have finished writing questions, ask them to work with a partner from the other group. Student A and Student B should now sit facing one another and take it in turns to ask and answer questions m numericalorder to find out the information missing from their own text. They should write the information in the blanks on their worksheet. The blanks are numbered to b help the students remember whose turn it is to ask a question. 5 When they have finished exchanging information, the pairs of students compare their completed texts, which should be identical.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 81. Reward Pre-intermediate Resource Pack A I my ideal world n A good friend must... A good friend mustnt... rn rn rn rn rn rn rn rn B I my ideal world n A good flatmate must... A good flatmate mustnt... rn rn rn rn rn rn rn rn C I my ideal world n A good parent must... A good parent mustnt... rn rn rn rn rn rn rn rnPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 82. 1 My ideal world Worksheet e BACTIVITY PROCEDUREPairwork: writing, speaking 1 Explain to the students that they are going to invent a list of instructions for how they would like people to behaveAIM in their ideal world.To write about and discuss how people must and mustnt 2 Give section A of the worksheet to each student in thebehave in your ideal world. class and ask them to complete the sentences A good friend must ... and A good friend mustnt ... in differentGRAMMAR AND FUNCTIONS ways according to how they would like their friends toMust for obligation and mustnt for prohibition behave in an ideal world. Elicit some suggestions. For example:VOCABULARY A good friend must lend me her clothes and listen toEveryday activities my problems. A good friend mustnt tell anybody my secrets orPREPARATION forget my birthday!Make one copy of the worksheet for each student in the class Make it clear to the students that this is a light-heartedand cut it into sections A, B and C as indicated. activity and encourage them to use their imagination.TIME 3 Now ask the students to go around the class and to find30 to 40 minutes other students who have written the same instructions for their ideal world. 4 Repeat the activity, using sections B and C, asking the students to write instructions for A good flatmate and A good parent. 5 Ask the students to suggest other people they could write imaginary instructions for, for example, teachers, politicians, shop assistants.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 0
  • 83. Reward Pre-intermediate Resource Pack NAME CAN CANT 1 say the English alphabet in 15 2 seconds. 3 NAME CAN CANT 1 say the months of the year backwards in English without 2 making a mistake. 3 NAME CAN CANT 1 spell their own name backwards 2 without making a mistake. 3 NAME CAN CANT remember five things they did last NAME CAN CANT close their eyes and describe what the person next t o them is NAME CAN CANT 1 write down five English verbs 2 beginning with s in 10 seconds. 3 NAME CAN CANT 1 count t o 20 in English in 10 2 seconds. 3Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class 0
  • 84. I Challenges Worksheet rnACTIVITY PROCEDUREGroupwork: speaking 1 Ask the students to work in groups of three. 2 Give one copy of the worksheet to each group.AIMTo try out challenges in teams and fill in a chart to show what 3 Ask the three members of each group to write their namesmembers of the team can and cant do. next to the first challenge on the worksheet. 4 In their groups, the students take it in turns to try out theGRAMMAR AND FUNCTIONS challenge and then tick the can or cant column next toCan and couZd for ability their name according to whether they completed the task successfully or not.VOCABULARYGeneral 5 The students repeat the procedure for all challenges in their groups and complete the chart.PREPARATION 6 If one group finishes their challenges before the rest of theMake one copy of the worksheet for every three students in class, ask them to think of new challenges.the class. 7 When the groups have completed their worksheets, askTIME the students to either40 minutes a) write a summary of what they could and couldnt do. or b) take it in turns to tell the class one thing they could do and one thing they couldnt do.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 85. Written and unwritten rules Reward Pre-intermediate Resource PackA 1 around the world Cr.... "" ................................................................................ t In New Zealand you cant youre 20. on Fridays. -.." ....... ........................................ In Turkey women can join the In English cities you cant army. - 1 , sound your car horn from 1lpm to lam. ............... .. ... .. _(_ .............................. ........................................................ You cant travel from London In Germany you can uet a to Edinburgh without a licence to ride a bicycle on passport. the motorway. w ............................. _(( ........................ ........................................................ You cant mow the lawn on In Greece you cant ride a Sundays in Geneva, motor bike without wearing a Switzerland. crash helmet. ..._ .......................... A; In Mexico you cant sunbathe i m Lngland you cant leiave on Sundays. , L _ , A , .a .- :, M e . _ ......................... ........... _ ..... In England, you cant turn In Spain, you cant make a noise after 10 ocl evening. I=-" dH 2 - , ii I n ~ ~ f o r n i a , y o u c a n i t ~ than 55 1 ......................................................... .................................... ! Holland you cant kiss in i : & J In Italy you cant get divorced. public. "" "" ......... ".."..""" .................... 1 ........................................................ You cant take chewing-gum : [n Brazil v ou cant eatprawns. c i t into Australia. a I TRUE ................................................... FALSE ............................................................................... ................. Published by hhacmillan Publishers Limited. This sheet may be photocopied and l = ,~ hin the class. m n- WI+ ..---.... 0
  • 86. Written and unwritten rules around the world Worksheet m ACTIVITY PROCEDURE Groupwork: speaking I 1 Ask the students to work in groups of three to five. 2 Give one set of cards to each group and ask them to put AIM the cards marked true and false face up, and the rest of To guess and discuss whether statements about countries i the cards in a pile face down. around the world are true or false. i 3 Ask the students to take it in tums to take a card from the GRAMMAR AND FUNCTIONS pile, read out what is written on it and discuss the Can and cant for permission and prohibition statement with the other members of the group. Their task i is to decide whether the statements are true or false. VOCABULARY 4 The students arrange the cards on the table under the Rules and regulations around the world i headings true or false. PREPARATION 5 I one group finishes before the others, check their f Make one copy of the worksheet for every three to five answers and tell them how many are wrong, without students in the class. Cut out the cards as indicated. telling them which ones. This means that they will have to go back and discuss some of the points again. b TIME 6 Check the answers. Groups get one point for each correct 30 minutes guess. and the group with the most points are the winners. ANSWERS 1 False. You can get a driving licence when youre 15 in New 10 True. Zealand - but you cant drlve after 10 oclock In the 11 False. evenlng. 12 True You wash w ~ t h soap In the shower, and then get 2 False You can eat meat, but people w h o pract~se the into the bath Cathol~c a ~ t h f usually eat f ~ s h n Fr~days o 3 False. i 13 False. 14 True. 4 True. i 15 False. But if you are divorced, you cant get married in a 5 False. London and Edinburgh are both in Great Britain 6 False. 7 True. church again, 16 False. 17 False. 4 8 True. i 18 False. 9 False. Reward Pre-IntermediateResource Pack 0 Macmillan Publishers Limited 1999., 0
  • 87. 1 Whatk the matter? Reward Pre-intermediate Resource Pack fold fold ......1". I /; X. - : ;.......................... .............................L . ............................................................. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.i Q
  • 88. Whats the matter? Worksheet rnACTIVITY 6 Demonstrate the activity with individual students. Tell theWhole class: speaking students to hold their cards so that the picture is facingMill drill (For detailed instructions and advice on using mill them and the advice on the other side is facing theirdrills, see the notes for teachers at the beginning of the partner. Ask several pairs of students to demonstrate theResource Pack.) activity to the whole class, using their cards as prompts. 7 Now ask the students to go round the class or group andAIM ask and answer questions with as many different partnersTo speak to as many partners as possible, giving advice for as possible, using their picture cards as prompts. In thishealth complaints. part of the activity, the students repeat the same health complaint several times, but give diierent advice eachGRAMMAR AND FUNCTIONS time they change partner.Should and shouldnt for advice 8 When the students have finished, ask them to exchangeVOCABULARY cards and to go round the class or group again, this timeHealth complaints holding their cards the other way round so the picture isPREPARATION facing their partner. The students take it in turns to ask questions using the pictures on their partners cards as bMake one copy of the worksheet for each group of up to ten prompts. In this part of the activity, the students say astudents. Cut the cards out as indicated. Keep one picture different health complaint each time they change partnercard for yourself to demonstrate the activity. but repeat the same advice several times. 9 The students continue asking and answering in this wayTIME until they have spoken to as many different partners as20 to 30 minutes possible.PROCEDURE I OPTION1 If there are more than ten students in the class, divide i For further revision of this language, the rnilldriU cards can be them into groups. Give one card to each student in the I used for the following activity. Ask the students to go round class. Keep one for yourself. : the class holding their cards unfolded so that they are2 Make sure each student knows how to say the complaint I concealed from their partners. They should read out their illustrated on their card. advice in the third person and their partner should guess what the problem is.3 Ask the students to think of some advice to give the I For example: person illustrated on their card and to write one thing the : Student A: He shouu lie down and he shoukint lift person should do next to the tick, and one thing they i anything heay. shouldnt do next to the cross. Student B: Has he got backache? For example: (card shows person with backache) lie down d Iff?anything heavy %4 When the students have done that, ask them to fold their card so that the picture is on one side and the advice is on the other side.5 Tell the students that they are going to ask questions and give advice for the complaints on their cards, using the pictures as prompts. Write an example dialogue on the board indicating the language the students should use. For example: Student A: Whutk the matter? Student B: Ive got backache. Student A: Oh dear, you should lie down and you shouldnt lift anything heay. Remind the students that they can use ought to and oughtnt to if they like.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999.
  • 89. @ Would you mind. . . ? Reward Pre-intermediate Resource Pack TELIYISION CALL A TAXI IBHONEMY MOTHER COOK l)lNNI11 _ _ ( .,.,. ..... ...,....,.,,....... .............................................................................................................................. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 90. Would you mind. . .? w~n~heetACTIVITY PROCEDUREWhole class: speaking 1 If there are more than 12 students in the class, divide themMill drill (For detailed instructions and advice on using mill into groups. Give one card to each student in the class.drills, see the notes for teachers at the beginning of the Keep one for yourself.Resource Pack.) 2 Tell the students that they are going to ask for permission, using the cards as prompts. Write example dialogues onAIM the board indicating the language the students should use.To speak to as many partners as possible, asking for For example:permission, making requests and offering, using cards as (card says put the television on)prompts. Student A: Can I put t k television on,please? (card has a tick on the back) GRAMMAR AND FLINCTIONSPermission, requests and offers: Student B: Yes, of course. Can I... ? Could I... ? May I... ? Is it all right i f I...? (card says call a taxi) Would you mind if I... ? Can you...?,Could you...?, Student A: Could I call a taxi? I won& ifyou could ...?, Wouldyou mind -ing? (card has a cross on the back) Shall I do that? Tkts very kind of you. Student B: No, Im afraid not.Agreeing and refusing: Explain that Student Bs response will depend on whether Yes, of course. Yes,go ahead. By all means. there is a tick or a cross on the back of the milldrill card. (Imsorry) Im afraid I/you cant. Im afraid not. 3 Demonstrate the activity with individual students. Tell the No, of course not. No, go ahead. students to hold their cards so the word and picture is Im ssorry, Im afraid I do (mind). facing them, and the tick or cross is facing their partner. T k n k you. No, its all right, thank you. No, Ill do it. Ask several pairs of students to demonstrate the activity toSome of these expressions are formal and it is important that the whole class, using their cards as prompts.you suggest a suitable context for the mill drill if they are used 4 Now ask the students to go round the class asking for andin the example dialogue. Tell the students that they are givingrefusing permission with as many different partnersaddressing someone they either do not know very well or as possible, using their cards as prompts. In this part of thewho is in a position senior to them, such as a host family. their activity, the students practise making the same requestboss, or a stranger. several timesVOCABULARY 5 When the students have finished, ask them to exchangeEveryday activities cards and to go round the class again, this time holding their cards the other way round so the word and picturePREPARATION prompt is facing their partner. The students take it in turnsMake one copy of the worksheet for each group of up to 12 to ask questions using the prompts on their partners card.students. Cut the pictures out so that the students have one In this part of the activity, the students make a differentpicture card each. Put a tick on the back of half of the cards request each time they change partner.and a cross on the other half. You will also need to keep one 6 The students continue in this way until they have spokenpicture card for yourself to demonstrate the activity. to as many different partners as possible.TIME10 minutes for each mill drillReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0
  • 91. Progress check 1 The game of chalzce Reward Pre-intermediate Resource Pack To play the game of chance you need three identical coins, a pen and paper. HOW TO PLAY if one of the coins is different (eg one 1 Think of a decision you have to make now or head and two tails) draw a broken line like in the near future and write it down. This can this: -- b e a serious question: 4 Make sure the first line is at the bottom. Example Should I accept the job? Throw the coins five times until you have a Should 1leave home? pattern of five lines. Or it can b e less serious: Look at this example: Example Should I buy that pair of shoes? 5th throw: 3 heads Should I eat a dessert tonight? 4th throw: 3 tails 2 Take it in turns to throw the coins five times. 3rd throw: 2 tails, 1 head -- When it is your turn, you should hold the 2nd throw: 3 heads three coins in your hand and, feeling calm 1st throw: 2 heads, 1 tail -- and lea* ask your questionl in your mind Look at the patterns below. The pattern in the or aloud. example matches pattern number 26. 3 Throw the three coins together and, on a Now look at the meanings and read number 26: piece of paper, draw lines. You should wait. I you throw 3 heads or 3 tails draw an f This tells you what you should do about the unbroken line like this: question you wrote down. MEANINGS 1 You should ask a friend for advice. 2 You must b e patient. pATTE-@ 3 You should accept help. va 4 You must be calm. A A 5 You must b e careful. v @ 6 Z You mustnt change now. You should use your power carefully. 1 2 3 4 8 You should think about the dangers. -- -- -- -- -- - -- -- 9 This is not a time to move forward. -- -- -- 10 You should think of others. 5 6 Z 8 11 You must b e honest. - -- - -- -- -- -- -- -- 12 You cant act now. -- -- - P -- 13 You must think about the situation at home. 14 You should take a safer direction. 9 10 11 12 15 You must take this opportunity. -- -- -- -- -- -- -- 16 You should think about the consequences. -- -- -- 17 You mustnt allow other people to decide 13 14 15 16 for you. -- -- --- - -- - 18 You should talk to your family. -- - -- -- -- - - -- --- 19 You are not able to do this. 1Z 18 19 20 20 You can do it but youll lose something else. -- -- - -- -- -- 21 You should enjoy the situation. - -- -- -- -- -- 22 It wont b e easy. - 23 This is not a good plan. 21 22 23 24 -- -- -- -- -- 24 You can feel confident. - -- -- - -- - -- -- 25 You should think of others. 26 You should wait. 25 26 27 28 21 You should think twice. -- -- - -- -- -- -- - -- -- -- 28 You must take this seriously. -- 29 You should b e open to other peoples ideas. 29 30 31 32 30 You shouldnt be so ambitious. - -- -- -- -- -- - 31 You should take your time. -- -- -- -- -- 32 This will bring happiness. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 92. %e game o chance f Worksheet Progress check mACTIVITY i PROCEDUREGroupwork: reading, speaking 1 TeU the students that you cant decide whether to give : them homework or not, so youre going to toss a coin:AIM I heads, they get homework; tails, they dont. Toss the coinTo play a game of chance to help you make a decision. and do what the coin tells you! : 2 Now explain that they are going to play a game which willGRAMMAR AND FUNCrlONS help them to make decisions and which involves tossingRevision of Students Book Lessons 26 to 30 : coins.Should I... ?You should/shouldnt. .. 3 Ask the students to work in groups of three or four. GiveYou must/mustnt... : one copy of the worksheet and three identical coins toYou can/can t... : eachgroup. 4 Give the students a few minutes to read How to play onVOCABULARY the worksheet. They should not start the game yet.General 5 Demonstrate the game to the class, throwing the coins fivePREPARATION times and drawing the pattern lines on the board. WhenMake one copy of the worksheet for every three or four you have drawn a five lines, ask the class to find the Ustudents in the class. You will also need three identical coins corresponding pattern number and its meaning.for every three to four students. 6 Now the students are ready to start playing the game in their groups. It is important to tell them that this is aTIME I lighthearted game, and that they can keep their decision a20 to 30 minutes : secret, if they wish. 7 While the students are playing the game, answer any queries they may have, but otherwise dont interveneReward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. 0
  • 93. Ten things YOU should know Reward re-intermediate Resource Pack about dreams TRUE FALSE 1 Everyone dreams every night. 2 Babies have fewer dreams than adults. 3 People who are blind from birth do not dream in pictures. 4 People dream about things because they want them to happen in real life. 5 When you drink alcohol, you dream more. 6 People usually dream in colour. 7 You can find out a lot about yourself from your dreams. 8 Dreams never come true. 9 Dreams can sometimes make you walk or talk in your sleep. 10 If you dream about death it means something terrible is going to happen.......,,.,,.,,.,,.,...... .......,,..,...... ................,,...,.............. ........,............., .......... ... ... ............... ...... .......................... ... ..........,.., .......................... .......,.,,,,....., ............. ANSWERS 1 TRUE You start dreaming about 90 minutes after you fall asleep. The first dream lasts for five to ten minutes. Then you dream in 90 minute cycles with the dreams getting longer - your last dream may be as long as 40 minutes. 2 FALSE Babies dream most of the time they are asleep, not in 90-minute cycles like adults. 3 TRUE People who have been blind since they were born do not see images in their dreams. They have to use their senses of touch, smell and hearing while dreaming. 4 TRUE This is one reason why we dream, but it is not the only reason - in fact, nobody knows why we dream! 5 FALSE Drinking alcohol or taking other drugs makes your dreams shorter. 6 TRUE Most dreams have some colour in them, but people forget it very quickly. 7 TRUE Every detail in a dream is important and has a meaning. You can learn something about your sub-conscious or your hidden emotions from all of your dreams, but you have to work hard to remember and understand them. 8 FALSE Some people have telepathic dreams - this means they dream about events which happen later in real life. But events in a dream dont usually come true. 9 FALSE Sleep-walking and talking is not linked to dreams. Nobody knows why people walk or talk in their sleep. 10 FALSE Dreaming about death often means the end of a chapter in your life and a new beginning.Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. Q
  • 94. ( Ten things YOU s h 0 ~ l d krzow WorksheetI about dreams 4 4NOTE: This activity is not linked t o the activity on PROCEDUREWorksheet 3 1 b. 1 Ask the students whether they often have dreams, how much they remember of their dreams, and whether theyACTIVITY think dreams mean anything.Pairwork: reading, speaking 2 Tell the students that you are going to give them some information about dreams and that they have to guessAIM whether the information is true or false.To answer and discuss statements in a questionnaire aboutdreams. 3 Ask the students to work in pairs. Give one copy of the questionnaire to each pair of students. Do not give themGRAMMAR AND FLINCTIONS the answers yet.Present simple 4 Ask the students to read and discuss the statements about dreams with their partner. They should put a tick or cmssVOCABULARY in one of the columns depending on whether they thinkDreams and sleep the statements are true or false.PREPARATION 5 When they have done this, the students compare andMake one copy of the worksheet for each pair of students in discuss their answers as a class. You should not give thethe class. Cut off the questionnaire from the answers, as answers yet, but let the students discuss the information.indicated. 6 Now give one copy of the answers to each pair of students so that they can compare them with their own answers.TIME30 minutesReward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 95. @ A dream Reward Pre-intermediate Resource Pack ........................................................ ,......................................................................................................................,,,_Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 96. 1 A dream Worksheet mNOTE: This activity is not linked t o the activity on 2 Ask the students to work in groups of three to five and tellWorksheet 31 a. the students that, in their groups, they are going to write the story of a dream by completing the text above. AskACIIVITY each group to appoint one person to do the writing.Groupwork: speaking, writing 3 Before they begin, give one set of pictures to each group and ask them to spread them out, face down. Each studentAIM should choose two pictures and turn them over so thatTo write the story of a dream using pictures. they are face up. Explain that each group must include these pictures in their dream, in any order they choose.GRAMMAR AND FUNCTIONSPast continuous 4 Now the students are ready to write the story of a dream. Encourage them to use their imagination.VOCABULARY 5 Set a time limit of 10 to 15 minutes for groups to writeWords and expressions used in stories: their stories. suddenly, then, to my surprise, unfortunately,flnally 6 When all the groups have finished, ask the students to readPREPARATION out their dreams. If they like, they can vote for theMake one copy of the worksheet for every three to five strangest or funniest one.students in the class. Cut the pictures out as indicated. Youmay wish to stick the photocopied pictures onto card. FOLLOW-UP When all groups have finished, change groups around andTIME repeat the activity, making sure the pictures have been35 to 45 minutes shuffled and put back, face down.PROCEDURE1 Write the following incomplete text on the board or The pictures from this activity can be used as prompt cards for display it on an overhead projector transparency: a mill drill to practise the following dialogue: Student A: What were you doing atflve oclock I was sitting infmnt of the television late one yesterday afternoonZ evening, when I fell asleep and had a strange dream. Student B: I was buying an umbrella. In the dream I was... Student B responds according to the picture on hisher mill- (Where were you? What were you doing?) drill card by thinking of an activity associated with it. For example, with the picture of an umbrella, possible responses . Suciaenly.. are: (What happened?) I was buying an umbrella. Then, to my surprise... I was putting up my umbrella. (What happened next?) I was stealing an umbrella. I wasplaying mkket with my umbrella. Unfortunately.. I was painting a picture on my umbrella. (What happened?) Encourage the students to be imaginative. . Finally.. For detailed instructions and advice on using mill drills, see the (What happened in the end?) notes for teachers at the beginning of the Resource Pack.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 Q
  • 97. a ( Strange things happen... Reward Pre-intermediate Resource PackJ x ................................................................................................................................................................................................................................................ Ian tried to stop but it was too He got out and to his surprise, looked under the there was nothing car but, there. While he was on his face and he looking under the shivered. car, he felt a cold Everythingfelt wind strange. He was still The police officers looking under the werent surprised car when a police when Ian told car pulled up. them his story. A girl was killed in Since then several a car crash on this ; 1 people have seen road in November ; her ghost here,J ; 1965. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 98. Strange things happen. . . Worksheet a bACTIVITY PROCEDUREGroupwork: speaking, reading, writing 1 Tell the students that they are going to read a strange story, but that the story is in 14 parts which arent inAIM order. They will have to put the sentences of the story inTo put a story in the correct order by saying and listening to the correct order.sentences. To write the story down in a group dictation. 2 Divide the students into groups of 14 and give each group a set of cut up sentences, shuffled into random order.GRAMMAR AND FUNCTIONS If the number of students in the class is not an exactPast continuous with while and when multiple of 14, give one part of the story to a pair of students.VOCABULARYGeneral 3 In their groups, each student takes one part of the story. If you have fewer than 14 students in the class or group,PREPARATION give some students two consecutive parts of the story. IfMake one copy of the worksheet for every 14 students in the you have students of mixed abilities give shorter sentencesclass and cut the sentences as indicated. Make one copy of the to lessconfident students.complete story on overhead projector transparency (or one - 4 Tell the students that they are responsible for their ownphotocopy for each pair of students if overhead projector sentence for the rest of the activity.facilities are not available). 5 Ask the students to read their own sentence and makeTIME sure they understand it.45 minutes 6 Ask the students to practise saying the sentence aloud and to memorise it. Go round helping them 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 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 Q
  • 99. 1 A good place to live Reward Pre-Intermediate Resource Pack I ENVIRONMENT I WEATHER I I PLACES TO DO SPORT I I PLACES TO GO IN THE EVENING I........... e&g PEOPLE P a young child a foreign tourist a taxi driver an elderly person a horse rider Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. Q
  • 100. A goodplace to live Worksheet 4 BACTIVITY PROCEDUREGroupwork: writing, speaking 1 Ask the students to think of their ideal place to live. 2 Give one copy of the chart to each student in the class, butAIM do not give out the pictures of people yet.To compare your ideal place to live with where you are living - .now. 3 The students should write down the features of their ideal place to live under the headings on their chart. Tell themGRAMMAR AND FUNCTIONS to write notes, not complete sentences.Describing a place to live For example:Expressions of quantity: (environment) near the sea/in a lively city too + adjective, too much/many + noun, (not) enough (weather) dry/not too hot (people) friendlypeopleVOCABULARY (places to visit) artgalleries/museumsFeatures and facilities of a place to live @laces to do sport) football grounh (places to go in the evening) theatrePREPARATION (other) good transportMake one copy of the worksheet for each student in the class. 4 When they have Med in their chart, ask the students toCut it into two sections (chart and pictures) as indicated. work in groups of three.TIME 5 Ask the students to take it in turns to talk about the30 minutes negative aspects of the place where they are living now (ie their home town if they are at home or the place where they are studying if they are away from home). They should compare it to the ideal features they have written on their chart. For example: I think that Oxfords toofar from the sea and its not sunny enough. There are too many cinemas and there arent enough theatres. 6 When the students have finished this part of the activity, give each group a copy of the pictures on the second section of the worksheet. 7 In their groups, tell the students to take it in turns to choose one of the people in the pictures without telling the other members of the group which person they have chosen. Explain that they are now going to talk about the same place as before, but from the point of view of the person they have chosen. For example: (elderly person) Tkre are too many young people in Oxford and its too noisy. (cyclist) Tkre are too many cars in the c t centre. iy The other members of the group should try to guess which of the people in the pictures is speaking. 8 The students stay in their groups and take it in turns to think of other types of people and to describe the same place from the point of view of the people. The other students guess what kind of person is speaking.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999.
  • 101. 1 What doyou know about Reward re-lntermediite Resource Pack 1 the world? 1 70% of the Earths surface is covered by 11 a ) 2 5 0 b ) l 6 0 c ) 6 5 n a) ice. b) water. n c) forest. q different alphabets are used in the world today. 12 a) English b) Mandarin Chinese q q 2 a) 25% qb) 15% q c) 6% q c) Spanish q of the Earths surface is covered by rain forest. is spoken as a first language by the largest number of people in the world. 3 a) Electricity n b) Wood c) Coal 13 a) Italy nb) Greece c) Spain is used by half the worlds population for is visited by more tourists than any other cooking and heating. country in the world. 14 a) £45 a minute n b) f 45 a day 4 a) 85% b) 0% c) 25% c) £45 a second n of Greenland is covered by ice. is earned by Paul McCartney, ex-Beatle, from his records. 5 Seals are caught and eaten by 15 Diamonds are used for drilling by a) penguins. b) crocodiles. n a) oil prospectors. b) builders. c) polar bears. c) dentists. 6 a) A volcano q b) An earthquake q 16 a) 5% b) 15% q c) 33% q c) A tornado of the worlds electricity is used by the USA. is measured on the Richter scale. I No babies are born 11 Houses are heated by hot water from under a) at The North Pole. q the ground in: b) in the Sahara Desert. a) Iceland. b) Sweden. c) in the Vatican City. c) Canada. 8 a) 2000 b) 200 c) 20 q 18 The Church of England is led by babies are born every minute all over the a) the Pope. b) the Queen. n world. c) the Dalai Lama. q 9 3,000 million flowers are grown each year by 19 The word cash is taken from the Indian a) Holland. b) Madeira. word for c) Hawaii. q a) salt. b) tea. c) bead. q - - 10 More oil is imported by 20 Piranhas (dangerous flesh-eating fish) are a) Russia b) America c) Japan used by Amazonian Indians as than any other country in the world. a) money. b) food. c) scissors. qPublished by Macmillan Publishers Limited. Thts sheet may be photocopied and used within the class. Q
  • 102. What do you know about the world? Worksheet mACTIVITY PROCEDUREGroupwork: speaking 1 Draw a noughts and crosses grid on the board and ask a student to come to the board to play a game with you.AIM 2 When one of you has got a line of noughts or crosses,To play a game of noughts and crosses by choosing the explain to the students that they are going to play thecorrect answers to questions about world facts. same game, but that they can only put a nought or cross on the grid if they answer a question correctly.GRAMMAR AND FUNCTIONSPresent simple passive 3 Ask the students to work in groups of five or seven and to divide their groups into two teams and a referee.VOCABULARY 4 Give one question sheet to each team and a copy of theFacts and figures about the world answers to the referees.PREPARATION 5 Ask the referees to draw a noughts and crosses grid on aMake one copy of the worksheet for every five to seven piece of paper.students in the class. Separate the answers as indicated. I 6 Teams decide whether they are noughts or crosses and take it in turns to choose a question and guess the correctTIME answer.30 minutes 7 If they give the correct answer, they choose a square on the grid and the referee marks a nought or cross. Note that if one team gives the wrong answer to a question, the re&xre should not give the correct a s e because the nwr other team can choose this question again when it is their turn. 8 When a team gets a line of noughts or crosses, they score j one point. 1 9 Play the game again until all the questions have been answered. The team with the highest score are the : winners.Reward Pre-Intermediate Resource Pack 6 Macmillan Publishers Limited 1999. 3 0
  • 103. Reward Pre-Intermediate Resource Pack Partner Partner Partner 1 Name 1 2 YES NO YES NO Partner 2 Name eat bread with your main meal put butter on your bread drink tea in the afternoon drink tea with your dinner like pasta eat spaghetti with garlic and tomato sauce when you go out on a romantic date eat something for breakfast eat something hot for breakfast peel an apple before you eat it peel vegetables before you cook them like meat eat meat every day like eating in front of the television usually eat with the rest of the family smoke at the dinner table mind if someone else smokes at the dinner tablePublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. G,
  • 104. I ~eal-times Worksheet mACTIVITY PROCEDUREPairwork: speaking, writing 1 Give a copy of the worksheet to each student in the class and tell them that they are going to interview two differentAIM partners.To ask and answer questions about eating habits. 2 Ask the students to work in pairs,To write sentences comparing eating habits. 3 Each student should write the name of their partner in theGRAMMAR AND FUNCTIONS space marked Partner 1 at the top of their worksheet.Making comparisons:but, however, although 4 Ask the pairs of students to take it in turns to ask and answer the questions on the worksheet. They should tickVOCABULARY yes or no, in the Partner 1 column, depending on howFood and meals their partner answers.PREPARATION 5 When they have completed the column for Partner 1, askMake one copy of the worksheet for each student in the class. the students to work with a new partner and repeat the activity.TIME 6 When they have interviewed two partners, tell the30 minutes students that they are going to use the information they have collected to write five sentences, either a) comparing Student 1 and Student 2s answers. For example: Stephanie and Marius both eat somethingfor breakfast. However, they dont eat something hot. Stephaniepeels an apple before she eats it, but Marius doesnt. or b) showing the comparison between answers on the same topic by the same partner. For example: Stephanie eats bread with her main meal, but she doesntput butter on her bread. Although Marius likes meat, he doesnt eat it every day.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 105. Progress check 1 Find someone who.. . Reward Pre-Intermediate Resource Pack FIND SOMEONE WHO.. . NAME ... would like to have more hours in the day. ... ate too much yesterday. ... was dreaming when they woke up this morning. ... has got too much to do this week. ... can remember what they were doing at 3 oclock yesterday afternoon. ... listens to music while theyre working. ... thinks their holidays are too short. ... has given something up recently. ... has looked up an English word in their dictionary today. ... sometimes dreams in English. ... believes in ghosts. ... has bought somebody a gift I this week. Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 106. Find Someone who. , . Worksheet Progress check mACTIVITY PROCEDUREWhole class: speaking 1 Give one copy of the worksheet to each student in the class.AIM 2 Explain that they are going to transform the statements onTo ask and answer questions and to complete a chart. their worksheet into questions and then go round the class asking one another the questions.GRAMMAR AND FUNCrlONSRevision of the Students Book Lessons 31 to 35 3 When they find someone who answers yes to a question, they put that persons name next to the statement in theVOCABULARY space provided. It i very important to tell the students sGeneral that they can only put the same name twice. This is to encourage them to speak to as many different partners asPREPARATION possible.Make one copy of the worksheet for each student in the class. 4 When one student has found a name for each of the statements on the worksheet, stop the activity.TIME15 to 20 minutes 5 As a follow-up,ask the students to say which statements were difficult to put a name to and which were easy.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. I
  • 107. 1 This may be your lve! Reward Pre-Intermediate Resource Pack learn t o fly be i n a cinema film be on TVPublished by Macmillan Publishers Limited. This sheet may be photocopied and used within the class 0
  • 108. This may be your life! Worksheet rn ACTIVITY 7 When the groups have recorded their answers, each Groupwork: speaking group joins another group. Ask them to pool results and record them on one questionnaire. AIM 8 When the students have finished, display the questionnaire To ask and answer questions in a survey about your life in the on the board or on an overhead projector. Ask future. representatives from each group to call out their total To compile class results and compare them with results from a results for each point on the questionnaire and add them survey of British people. up to find out the totals for the whole class. GRAMMAR AND FUNCTIONS 9 Focus on the I will column and compare the class results Might, may + infinitive to talk about possible future events with the results of a survey carried out into the Will or wont to make predictions expectations of British people. If possible, display the results on an overhead projector. The percentages refer to VOCABULARY the number of people who think these things will happen Everyday activities to them in their lives. Everyones Aspirations PREPARATION I I I I I I Make one copy of the worksheet for every two to four Learn to dr~ve 48 students in the class. Travel abroad I I 45 TIME Get marr~ed 42 30 to 40 minutes Own your own home Fall In love PROCEDURE Travel around 1 Choose one of the events on the worksheet and write it on the world the board. Ask the students to write a number from 1 to 5 W I the pools ~ to describe how likely they think it is that this event will Become a m~lltona~re happen to them, with 1 = Im sure it will and 5 = Im sure Go to it wont. Use their answers to elicit the concept of may or univers~tylcollege might. Run your own busmess 2 Tell the students that they are going to conduct a survey to Own a sports car find out what the students in the class think will happen to Have 2 or more chlldren them in the future. Represent your country in a sport 3 Ask the students to work in groups of two to four. Give one copy of the worksheet to each group. Speak a foreign language fluently Have a son 6 or daughter 12 4 Explain that this questionnaire is based on a poll which was designed to examine the expectations of the British L~ve abroad 10 public. Write a book Marry someone 5 In their groups, the students go through the list of events you knew at 15 on the questionnaire and decide how likely they think it is Have a son that these events will happen to them at some time in their lives. 6 The students record their individual answers on the same questionnaire by putting one tick for each member of the group in the relevant column. If they feel that an event is quite likely to happen, they put a tick in the I will column. If they feel that an event is possible, but they feel less sure of its likelihood,they put a tick in the I may/mightl column. If they feel that an event definitely wont happen to them, they put a tick in the I wont Become d~vorced column. If there are things on the list that the students 1 1 1 1 ~ 1 1 1 1 ~ l 1 1 1 have already done, they should ignore them and only % 0 20 40 60 record an answer for the things they havent done.I Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999.
  • 109. What will happen 8. . ? Worksheets and a B NOTE: Use Worksheets 37a and 37b for this activity. PROCEDURE 1 Ask the students to work in groups of three or four. ACTIVITY 2 Give one game board and one set of cards, counters and Groupwork: speaking dice to each group. AIM 3 Before the students start playing the game, explain how toTo play a board game by making fist conditional sentences play using the instructions on the back of Worksheet 37b. If you wish, you can photocopy these instructions and GRAMMAR AND FUNCIIONS distribute a copy to each group, or display a copy on an First conditional to talk about likely situations and describe overhead projector. their results. 4 Demonstrate using examples from the game. For example: VOCABULARY (on the game board) visit my counhy in winter General (on a card) go shopping Ifyou tlisit my countly in winter, well go shopping. PREPARATIONMake one copy of Worksheet 37a (game board) for every (on the game board) write to me bthree to four students in the class. Enlarge this to A3 size, if (on a card) be surprisedpossible. Make one copy of worksheet 37b (cue cards) for Ifyou write to me, IU be surprised.every three to four students in the class and cut it out as 5 The students are ready to play the game. While they areindicated. You may wish to stick the cue cards onto card. playing, go round to each group and check they areProvide dice and counters for each group. playing correctly. Answer questions and offer help.TIME 6 When the first student reaches the end of the game, or has30 minutes used up all their cards, ask all the groups to stop playing, even if they have not finishedReward Pre-Intermediate Resource Pack O Macrnillan Publishers Limited 1999.
  • 110. 1 What will happen if.. ? Reward Pre-Intermediate Resource Pack Question cardsS 8 ............................................................................................................................................................... i1 BE SURPRISED BE VERY TIRED 1 SPEND A LOT OF MONEY ;1 PHONE YOU 1 1 GIVE YOU A KISS ( 1 GIVE YOU A LIFT 1 SEE SOME BEAUTIFUL TAKE YOU OUT SIGHTS I HAVEANACCIDENT /i ; MAKE YOU A CUP BUY YOU A GIFT OF TEA I GO TO SLEEP 1i ;1 GO HOME BE I f L I I GO SHOPPING 1: STAY AT HOME GIVE YOU SOME FLOWERS.& ; 1 BE VERY PLEASED 1 1 HAVE A GOOD TIME 1 Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 111. What will happen ..? Worksheets rn m and HOW TO PLAY THE GAME 1 Put the game board in the middle of the table and place 6 When a player has used a card to finish off a sentence, they the cards face down. Each player takes five cards. put it at the bottom of the pile. Leave the rest of the cards in a pile, face down. 7 If a player has a joker card, they can finish off the sentence 2 AU the players put their counters on the square marked in any way they like. START and throw the dice. The first player to throw a six 8 If a player cant use any of their cards to finish off the starts the game. sentence appropriately, they can take one from the top of 3 Player A throws the dice and moves their counter along the pile and use it if possible. If they cant use this card the board according to the number on the dice. either, they miss a go. 4 Player A then reads the words on the square they have 9 If a player lands on a square marked if, they can begin a landed on and makes a sentence beginning with 4..using sentence in any way they like and finish it with one of their the words in the square and the words on one of their cards. cards to finish the sentence in an appropriate way. 10 The game continues until the first player reaches the 5 The sentence must be gramatically correct, and also make square marked FINISH, or uses up all their cards. This sense. If the group is unsure about a sentence, they can player is the winner. reject it, but if a player can justify hisher sentence to the satisfaction of the other players, it is accepted. Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999.I
  • 112. 1 Your last day at home Reward Pre-Intermediate Resource Pack Youre going away from home for one year. How would you spend your last day at home? YOU QUESTIONS YOUR PARTNER name Id go Id eat ? I 1d listen to . IS Id watch p Id play ? Id visit 9 Id 9 Id ? 1 and Id put in my suitcase! Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class. 0
  • 113. Your last day at home Worksheet rnACTIVITY PROCEDURE Pairwork: writing, speaking 1 Ask the students to imagine that they are going to be away from home for one year. They should think about all the AIM things that they would miss.To ask and answer questions about how you would spend 2 Give one copy of the worksheet to each student in theyour last day at home if you were going away for a year. class and ask them to complete the sentences in the column marked you for themselves. GRAMMAR AND FUNCTIONS Woulcl for imaginary situations 3 When they have done this, ask them to focus on the column marked questions. They should write questions VOCABULARY in the spaces provided using the same verbs as in the Routine and leisure activities sentences. Explain that they are going to use these questions to interview a partner about how they would PREPARATION spend their last day at home. Make one copy of the worksheet for each student in the class. For example: Id go... Where woulclyou go?TIME Id eat. .. What would you eat? 30 to 40 minutes 4 Ask the students to work in pairs and take it in turns to interview their partner using the questions they have written. They should write their partners answers in the column marked your partner. 5 Ask the students to report back to the class on anything interesting, surprising or amusing they have found out.Reward Pre-Intermediate Resource Pack 0 Macmillan Publishers Limited 1999. 0
  • 114. Reward Pre-Intermediate Resource Pack PARTNER PARTNER Y O U If I were an animal Id be.. . moment Id like to be.. . PARTNER PARTNER Y O U If I were a colour Id be.. . it would be.. . PARTNER PARTNER Id choose.. . PARTNER PARTNER PARTNER PARTNER PARTNER PARTNERPublished by Macmillan Publishers Limited This sheet may be photocopied and used within the class. 0
  • 115. 1 Dream On Worksheet m ACTIVITY PROCEDURE Whole class: speaking 1 Give one copy of the worksheet to each student in the class. AIM 2 Ask them to complete the sentences marked you for To complete sentences about yourself in imaginary or unlikely themselves. situations, and to ask and answer questions about them. 3 When they have done that, tell the students that they are GRAMMAR AND FUNCTIONS going to find out what the other students have written but, Second conditional to talk about imaginary or unlikely first of all, they should write the names of other people in situations the class in the spaces under Partner. They should choose a different name for each space if possible. VOCABULARY 4 Make sure the students know how to transform the General statements on the worksheet into questions. For example: PREPARATION (If I could be somebody else Id like to be ...) Make one copy of the worksheet for each student in the class. Ifyou could be somebody else, who would you like to be? TIME 30 minutes 5 Ask the students to go round the class, asking the students whose names they have written on their worksheet for their answers and writing them down. 6 The students report back to the class on any surprising, amusing or interesting answers. For example: I f Bruno was an animal hed be an octopus. I Claudia had more time she wouldnt know what f to do with it. OPIION i For further practice of the second conditional, use the pictures on Worksheet 8 and ask the students to describe their dream i holiday. Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999.I
  • 116. ) Work it out Reward Pre-Intermediate Resource Pack The manager of an important A woman in a bank hadjust arrived at work restaurant complained to one morning when one of his the waiter because there employees came into his was a fly in her cup of office. The man told the coffee. The waiter took manager that while he was the cup away and asleep that night, he had promised to bring a fresh dreamt that there was a bomb cup of coffee. He in the bank vaults. The returned a few moments manager agreed to look in the later. The woman tasted vaults and, in fact, a bomb was the coffee and found. The manager thanked complained that this was the man and then told him he her original cup of had lost his job. Why? coffee. Was she right What was the mans job? and how did she know? The man was a night guard. He had fallen What did the coffee taste like? asleep and this proved that he was not She had put sugar in the coffee before doing his job. she complained to the waiter. A man looked A woman sat at her kitchen table through a window on with her two sons. She spoke to the sixth floor of an each of them in turn and they office building. replied to her but the sons never Suddenly, he opened spoke to one another. The boys the window and had not had an argument and jumped through it. He they did not dislike one another. did not use a Although they spoke freely with parachute or land in their mother, they didnt say one111why! water or on anything I I. word to one another. Why? soft. However, he Had the boys grown up together? - -... wasnt h. How .. u : could that be? The mother was Russian. She had run away to France but her first son had stayedi Where had he been before he jumped? with relatives in Russia. In France, she had He had been. a ladder outside the . on married a Frenchman and had a second son. sixth floor office. cleanincl the windows. When her first son visited her and met his He had jumped throughthe window, half brother, the two boys could only talk to into the office. one another through their mother because they hadnt learnt the same language. 5 One day, two sisters A big lorry got . - _ - decided to clean out the stuck under a low old shed at the bottom of bridge. The driver the garden. When they could not move it had finished, one of them fonvards or had a duty face and the backwards. There other had a clean face. The was a little girl on a sister with the clean face bicycle near the went and washed her face bridge. She but the girl with the duty suggested an easy face did not wash. Whv? solution and the Did the girls look in a mirror? driver was able to continue his After they had done the cleaning. they journey. What had had no mirror to look in so each girl thev done? looked at her sister. The girl w t a ih clean face saw that her sister was duty How had they made the lorry smaller? so she thought she was duty too and They had let some air out of the tyres. washed her face. The other girl thought the opposite.Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class,
  • 117. 1 Work!it out WorksheetACTIVITY PROCEDUREGroupwork: reading, speaking 1 Read out this example story to the whole class and tell them that they can ask you questions requiring the answerAIM yes or no in order to work out the solution.To listen to puzzles and to ask questions in order to solve Johunn Hurlinger, an Austnan, set a world record bythem. walking the 871 miles from Vienna to Paris in 55 days. He didnt wear out his shoes. Why not?GRAMMAR AND FUNCTIONS (Give the clue if and when you think they need it.)Afer, because + past perfect Clue: Were hisfeet sore afer the journey? Answer: He had done the journey on his hunh.VOCABULARYGeneral 2 Ask the students to work in groups of three to five. 3 Give out a set of puzzles 1 to 6 to each group of studentsPREPARATION and tell them to place them face down, without looking atMake one copy of the worksheet for every three to five them yet.students in the class. Cut them out as indicated. 4 Tell them that they are going to take it in turns to take andTIME read out a puzzle for the other members of the group to30 to 40 minutes solve. 5 One member of the group chooses a puzzle from the top of the pile and reads it out to the rest of the group without reading the clue or answer. 6 The rest of the group ask questions requiring the answer yes or no in order to work out the solution to the puzzle. 7 Lf they are having difficulty in finding the solution, the student with the puzzle can read out the clue to help the rest of the group. 8 When they have found the solution to the puzzle, another member of the group takes a puzzle from the top of the pile. 9 Repeat the activity until all the puzzles have been solved.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999 0
  • 118. 1 What would you do? Reward Pre-Intermediate Resource Pack .................................................................................................................................................................................................................................................. Ifa friend gave yw a pictun she had painted and the bank made a mistake and put an extra El in j you didnt like the picture, would you put it on the i your bank account, would you tell them? wall in your house? ....................................................................................................................... <.. ....................................................................................................................... i If you were in a restaurant and someone at the next If you were in a group of friends and someone told a i j table was smoking a cigar which made you feel sick, i joke in your own language but you didnr understand would you ask him to put i t out? I : it, would you laugh anyway? If you were driving through the countryside alone at night and you ran over a dog, would you stop? 1I If you went to a conference with your boss and she fell asleep, would you wake her up? you got and realised hdd put that you H you found a diay that a Mend had atyour on two different shoes when you got dressed, ; house, would you read it? would you go home to change?b ; If a friend offered YOU a lift h- night a and Yw lmew on a cold, had dmnk * someone you a which / you had bought for m5,would you accept? several glasses of wine, would you accept? IfYou saw your ten-~ar-O1d in lhr i If you had a new boylgirlfriendwho loved opera and : street, would you tell his parents? you hated it, would you go to an hider ; to make a good impression? i You On a train and an eldorl~ next to pMn i If you were on holiday and you met someone you :i see again, you invent would to i you fell asleep on your shoulder, would you move? j make yourself more interesting? Ifyou at a dinner paw theand If a friend asked your opinion of a new suit which he ; / something you didnt like, would you eat it? had paid a la of money for, would you tell him the j truth if you thought it was horrible? ! If you dropped a new television, would you take it If you found a silver bracelet in the street, would you ; i back to the shop and say it had never worked? keep it? If you saw your friends partner kissing someone else, If a friend forgot to give you back E l0 he had would you tell your friend? borrowed, would you ask for it? .................................................................................................................... ............................................................................... ........................................ i- 1 ................................................................................................................................................................... Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
  • 119. What would YOU do? Worksheet Progress check rnNOTE: This activity is not linked t o the activity on PROCEDUREWorksheet Progress check 3640b. 1 Ask the students to work in groups of three. 2 Give out one set of situation cards to each group ofACTIVITY students and one yes and no card to each student in theGroupwork: reading, speaking class.AIM 3 Ask them to put the situation cards in a pile face down inTo play a game by predicting how other people would react in the middle of the table.imaginary situations. 4 Explain how to play the game.GRAMMAR AND FUNCTIONS 5 The answer must be yes or no, even though theSecond conditional to talk about imaginary or unlikely students may be tempted to say it depends. situations and their results 6 Players may challenge one anothers answers, and try toPast perfect make make them change their mind.VOCABULARYGeneralPREPARATIONMake one copy of the worksheet for every three students inthe class and cut it up as indicated.II ME30 minutesHOW TO PLAY THE G A M E 1 Player A takes a card from the top of the pile and reads the 4 Players B and C reveal their yes or no cards and score a situation aloud. point if they guessed correctly.2 Players B and C guess how Player A will answer the 5 Repeat the activity with players taking it in turns to take a question on the card and each place, face down, either a situation card from the top of the pile until all the cards yes or a no card, depending on how they think Player A have been used. will answer. They must not show the cards to anyone. 6 The winner is the player with the highest score at the end3 Player A tells the rest of the group how he/she would react of the game. to the situation.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. Q
  • 120. Progress check 1 Sentence dominoes Reward Pre-Intermediate Resource Pack Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class 0
  • 121. Sentence dominoes Worksheet Progress check m NOTE: This activity is n o t linked t o the activity o n PROCEDURE Worksheet Progress check 36-40a. 1 Write the first half of one of the sentences from the worksheet on the board and elicit several different ways of ACTIVITY finishing the sentence. Groupwork: speaking For example: I was looking out of the window... AIM ...when I saw my friend. To play a game of dominoes matching halves of sentences. ...became I was bored. ...but I was still listening to the teacher. GRAMMAR AND FUNCIIONS 2 Now explain to the students that they are going to play aRevision of Students Book Lessons 36 to 40 game of dominoes matching halves of sentences, and thatPast continuous for interrupted actions with while and when the object of the game is to get rid of all their dominoes.Expressions of quantity: too + adjective, not + adjective enough 3 Ask the students to work in groups of two or three andBut for making comparisons give each group of students a set of dominoes. Ask them toConjunctions deal out three dominoes each and leave the rest in a pile, face down. VOCABULARY 4 Before they start playing, explain how to play. Multi-part verbs General 5 When theyve finished a game, they can shuffle and play another round. PREPARKIIONMake one copy of the worksheet for every two to fourstudents in the class and cut out the dominoes as indicated.You may wish to photocopy the worksheet and stick it ontocard. TIME 30 minutes HOW TO PLAY 1 Player A puts down any one of their dominoes face up. 3 If a player cannot put down one of their dominoes, they 2 The player on their left must then put down one of their can take a domino from the top of the pile and put it down dominoes, making sure that the half of their sentence if they can. matches the sentence on either side of Player As domino. 4 If a sentence is gramatically correct, but does not make For example: sense, the other players may challenge it. If a player can (domino A) I was looking out of the window, explain the sentence to the other players satisfaction, the (domino B) when I saw my friend. game can continue. The players take it in turns to add dominoes in this way. 5 The first player to get rid of all of their dominoes is the winner.Reward Pre-Intermediate Resource Pack O Macmillan Publishers Limited 1999. 0