Contents

W""'.- In t erolCtion Skilh "'"'""n_ 6 r....._ .Itd funetlOO5 Voub u lary(mimI

I SImI "'..._G_ - ....., ac So"",1M D2lI\CS ofCountnr:I Names Q/ counl......

2 VUU'It<K..... WhoOduo ........ eomm...oartonlaH:, in troduClnf Io- I S ~.mpk foH Jobo. ruuloftablln..... ..-Imroduolons

:'>a and 3b /'rlnId$ pall'WOrl< ,- A.kin~ and ilfIJlwerlnll qne.oons zo Givins.pc-nonal informacion ""nona! intUf'maliunQuntlon~ withoul a qo.>nllon...,-,~,-~

.y and-fbM#moq _ ......... ........ ~and dacribc .. ",.,. "'~ otr...."'C~G_~-"Y_"

, 1J'JIoow ;" /I.' """'"""" ........ MI<in« and..,... WMn. !hiIlp " ~ofpb«': t... _ ............-.....~ .........,- ,..

~mrdl ·5 """,",.. ........ A5J<1n& a:nd anwntn& qunrIons lO-" HtWhm. 6O' hnonallnf<JnI'W...../IuJ .. ,.,..gollJ! Ho... ,.,.. got ..... ........._~

S",," aRsw !tn Y.s, I M w /NO.1

• "'~,

() P1IvIo,./b..... G~""" ,- Ta1klng aboul: IMlamily zo ~""$ Members oldx famil y

7 IF1Wft' aNI u>Iw.' ......... W-. AAl"8 and~ ""'"""'"., Prnmf timp~ for roulina Routlnoe anMIlft........ ~otl~

"...'" _.. ......- ........ ,\sktn(l and ...-nin& q uatlonf, 50-~

IlQoms ..... hom il.....- w_and Wlitirall~ ",.,. "'~

Is~ ...! ..by,,,.,.. -'.so- and orny

9 Habta Whok ,"w_

Complninll l dian and L'<Il1n& »-5O Iftoenl Ilmp loe l or l'tablu. and J.out...., actMrln,- .nd ;lll'~rln3qunlionS fOUllrw:&11'11. queMJonsNo'" do you _ ,~ prnon ....g ulat

10 .\oft_ #I • 10m Whok duo ........ Camplrriog unliniohnl ...........e eo TaIklna abou t Uk.,. and diNikn Evnyds}' and lnoun::

znd"'Md~ """"""......I'NpnII dledr; 6-100 -...... '..... ....- 50 vat> and noun col1o<Iog.ti0a5 - -and 6-lct> ,-

MtJ:<UJd-.'l

111»1Jy.....- Po~. """,,",, -- zc PrnmI flmplc: ;aaklnB how ot<rn E~rydar actionsSho<1 . II.WCB

Advctbll of fn:quc:m:y

12 n..,ld f'aiTWOrll ....... Punlnll "'OI'lb III unk:r and IIJUn& 50 Pn:"""1 Nmple qUC'Wlons MC'V15 01 tnnIp<>n,- lIQ<,\~"ll quesdoDt Tolklna aboul ( ...",,1

• 13 e-)'O'tI .....w. " """ """ ...- "".... " e-,.. • £vttyday and ioIwo:..... Y-. ' c.OI./No. I C. II 'l -14. and 14b 1J7Irftt ..... Po"'" ........ Ask ing tl\d~ .men, pika zo _ a", I ...? ..... ....-' bo9' _lWWId? ~ nw..... . ... bciliOn

~>ons 0( pia«A.skInJ foTand Bivina <hm;Iiofts

IS lt1wI.m' '*""', WhoIc: claM ........ Miming 50 f'ft:Knl roQlinUOUt E\TI'YdIly and Io:Itun:'C'llvitl~

~chIrl< l l . I S' Po"'",_...

AllUng and an .....m na quadoN 20 n.- W aN _., IvA" 'Jwr. _' -""and n·l~Hou· mallY _.#

SptJIIIw dIJ1- Sooftco and <U(y~_orpb«

I'rftrnt c<lOItin.-.s'fhc, U'lidt

16 Ifr>f<. .. .... J'I*' ~- - M ;Q driI " ........ Wonb a!6OC"l~wff.II

......" '""" ....... I' 111",# ......,.I'" H-'dJ ........,. ~1'lo"' cbu ........ '''''' '" Counl;lbk an'" uncounubk food and drink

M~'

So m. and <lily

17b 1J-7wrIltdll".. do? ~- ,- Mill <.lnll ., AlII:InjI rorand m.ldnll LeI5Uft' IKtIvtllc1""IlI"51iol\!i

18 1"rx6F4bfD ......... - Nnu"" w Of)" so-so Pail oimp"': rqIIOIar ..m.s G<nn>l

"""'"19 . "'" _ Y"JfIIiJtI#

O_ w_wntinll • dc>cnption '" TaJllinjr.abouI appnntln' AdjrcUves III cIncnbo"

• ............ ...c"""'~

I'h)'*kal kalwn

",,-- "'I~orl. ,- G""s s.l ng and c:h...,k i"fl 50 ..... Sim p"': irnllul.r.....m. '..........-p""dk1lnn o Yn/no q~uofll and IIh<>n V..rt>s as!lOdalO'd wflh. n. ...."" h o llda-ya

w,..,...., Inter"ctlo<l n uts Activity Tim< Grammar and functions Vouobu lary(m int)

PrufIrnodwrl l 6-20 'Whok class ........ Aslt...,~ am1O"Mntt ([\>le'!lliono '" Simp!<" p~u'<.u1~ . and lrn'ltubr (......,.,.,-- ..""yO$f.... qunoionsCourtQtIk mel \InC<lUI1l:dMr~s-.li1ld _..,.

:U a and 21b ......,- ...... "'nIl.... .....inKand anowmnc ..... ,.. ....1* ... ....."_....... .- q.....ioru to complnc ill In.! n~ .............-nFwl_ .......... Whole class ...... Corapktirl& • dtart zo-.. ..... """""b plftSions at Inn<'

n 'Mto:ar _ _ ........."" - Dao<ribinA pn>pk '"_......

Itrms of dottl!ne:-- ~ a.nn...... or plt5en1-,.Actioou of rhc' fxe'. ""'nob and-24 1J'1NIl' _ ' gam, .. Whole c1.... --.. "'- '" Got", III + Ir\ftrullvc ~y and leisurt

"'" llC1/Vtt io:'s

2' film. /Ul ia aMm, Who le cI... ...- MJUdrill " O lfc l'Sand m:J.1>l!S1S food ... """"

"'""Would /I~

.....lcing and sa}inK how m uch

~dlml 21·2S \\!hole d a... Spn Jd ng ..ukInM and amwc ring qurM kIDI IS_2U Simpt..pu~ lrTeguiar velbs Evny<by and IdSUlTlJ'Iwn thd Y'''' Uut."' Wh- q_ium acttYlt'"

Expn:M",", at time

26 $'NJP! f':tirwur k '..... Go~ lo- IS """"''''' llnno; orshopping...-27_ and 27b lNfltrld Grou p w otll --.. A dn<:riblng g&mI' zo Ocsctihing~ Ad~ 10 describe:..... oht«u

~.....,...""'*' ....invortl .- WriUn& I;OllIpblfttJ aboul M:alth .. ~ and sayV1I00- you f«l: I Ad~ to dacr1bc

Group""'" ...... and""'''''' fHI _ Ny_ hurt:J, r V. p _ ......... ImSympol:bisiiaf; and string~ ..... "" ........................,

19:o and 2Ilb IF""'" Group ...... ...... ""'" '" ~and oupcrta .~ ..... Ixu- fonn5 d. ohon M1jtt1lvn

30 FbttIJIw,.... 0ICIr lJi'hokd_ ....- AsIl.i.. and VlS'O~ qunllOm 11- 20~m- and $UJl'C'rb~ ~ to dcsa\I'IC'..~ Ionno ol bW::r "'lrctwn ...-.....,.,.,IIr>tl1<IiOn and kisuR:oaM<,,"

f'nIfI"'III chcd. 26-30 <duo....... "'- Go~ '" """.......- C_ ..,TJrmII of. uorrI ...-

51"- tJw piau lI'hnk c1a<a "'- 'l'rftinB and gun.olng '" /oJMSl, m...ml ...--32 H"•• )(* _ ...1 GrouP'""orl< "'.... G.~ eo Pram! pn1e<:t 10 I:llk <lbnur Put participles of~lnll ....-.. rrgul..... and lmegul.:ar

I'ut " mplt 10 Wk abo... :I ..lcfinlr~ .-11m<: In tho"J>:I"

3' /"•• Ju#.~ Who le cl...... ''''''""'' Mllldrlil " J>r,,~nl pn1<:<:l lo ta lk lIhoUI C.., ...,ral~,;enl <:VCfIU :Jusl and ,..,

)C ~fWuntvUW Whu le c l_ '......... AskirlKand an!<Wmng qunl\onl 15- 20 Intinll i' "C' of pllJl".»'C lI"uel"" a~vitlcs

3S /. fI "'J' ''''")' Pairwork .- (;ue>6l ng ~> Adv..m.._.......... ERfYda,. 3CtIvttla

l'ropaa dln:.k 31-3~ Pairwork ........ e..-_ ., lnli nluve 01 purpox I':vcryday <>bjo:ct$C_ Wminl """.!o6 T......____ <duop.... ...... ""'" .. ~ WOf'ds ilSlIOCbtw wli.hrail aa4 air lnm

'7 i">~lw" .....- "'.... ""'" '" Future ""''* lor P'f'C'dOCtioN ...-...- ,-~lJid~ --.J -..... ...... M.a.".... nvo h:aJva oKxnlcncn »-.. I'ftxn< md pas! pa..i_ ~andod>e........ .....-¥Ja IIld 59t> (ha .......... ........ ....,. so-., Ilcponood opccdl.: Mat ocmcnu ...-- .,. <duo..... "'.... s.i4 110M + cbU>C'

4OT"~r-P- ............ ...- ......- ,. Trmr In'iocW .......

--- P:ai.....ork ........ ldm'il}in1 ar1d .........-ni"ll '" R~i5ion

Ftnd tJw ...bIIdw_n

Progress check

_ IHa veyougot it? RevoJard ElementaryResource Pack

FIND OUT.

How many people '"

... have got a car?

... have got a pet?

How many people ...

.. . have got a h ous enear the s e a?

... have got a housenear themountains?

FIND OUT.

How many people •..

. . . have got a c o mb intheir bag?

.. . have got a diary intheir bag?

FlNDOUT.

How many p eople ...

_.. have got a bicycle?

.. . have got a motorbike?

FIND OUT.

How many people ..•

... have got a Swis swatch?

•.. have got aJapanese c axnera?

_•. have got an Englishdictionary?

FIND OUT.

.. . have got s o meEnglish musicCDs or cassettes?

FIND OUT.

How many people .••

... have got ap hotograph in t h e irbag?

... have got a mobilephone in their bag?

FIND OUT.

How many people •..

.. . have got a TV int heir b edroom?

... have got acomputer at h ome?

FIND OUT.

How many people •••

... have got a b rother?

.. . have got a sister?

How many people .••

... have got a hobby?

... h ave g ot a birthdaynext month?

FIND OUT.

C MiKmillan Publt~ Limrtfd 1991.PHOTOCOPIABlE

Teacher's Notes

IHaveyou got it? Worksheet Progress check •

ACTIVITYWhole class: speaking

AIMT o findOUI what people in the class~ got by~g andansweringquestions.

GRAMMAR AND FUNCTIONSHas/hatoe gotHare you got _? and short answers Yes, I htll!f!/NQ, I hatWl'L

VOCABULARY .Pmona.I informationPersonal possessons

PREPARATIONMale!:one copy of the worksbeer fur C2Ch group of up to lenstudents and CUt it into cards as indic2tcd.

TIME30to 40minutes

C Ma( m,lllln Publishen l imit.-:! 199 7.

PROCEDURE1 If therearemorethanten students in the class. divKk:

them intOgroups.

2 GO-e o ne card to esch StUdem in the class and tcll tbem

th1r they are going to find OUt how many people in lhcclass or group h3V~ got the things marked on the ir card.

3 Write an exam ple on the board:How ma rry peopleharoe got a personalstereos

Ask individual SlUdmts tbe qcesuomHave you got a pn-sonnI stereo?

Encourage thrm to give the answer Yes, I han! or No, Ihaven't Each time somebodyanswersYes, I have pur atick next to the question on the board. Leave the quest ionand licks on the board as you will need 10 refer to it later inthe activity.

4 TeD the srudeaes that they.aregoing 10 ask and answersimilar questions Iqinning Haveyou gol _?and pula tid00 their cani nat to the relevant question each timesomebody answersYes. I have.

S Before they sun the activity, make sure everybody knowshow to ask th eir question. In particular, make sure thatpeople with questions including the phrase in their bag orin their bedroom know that they must transform their 10

your when theyask the question.

6 Now ask the students 10 go round thedassor group askingandanswering questiOn<; and putting a tick on lhcir cardeach time somebody answers)'es.

7 When they have spoken to evetybody in the class o rgroup. ask them to work with two or three other studentsin their group and to wri te some of the information theyhave gathered on a poster. Before they do this . refer backto the C'X2fIlpk youwroteon the boardin procedure point3 and write a sentence rqx>rting the infonnation youfOWldout.Forexample:

Sa people in the class have got apersonal stereo.

While the students art doing this. be on hand to help withbnguage thq may nero.For eumple:

Nobody in the class has got.. .f,Jerybody in the class has got. ..

4

•• IStress dominoes Reward Elementary

Resource Pack

128 1,0. lB 2,0.

4,0.

6,0.

IDA

PHOTOCOPlABlE

5B

9B

3B3,0.

SA

9,0.8B

2B

4B ,.--t... , ...__ ., ,

• • • • GERMANY DENMARK

6B . 7,0. . 7B 8,0. .

UKRAINE AUSTRALIA

, o. r'

,

ITALY • • • SWEDEN

~., - ..~., . <, ..+... ,

1

• • BRAZIL • • AMERICA

...~.. ..",..

i... .+

,

PORTUGAL CHINA

i .-.10B t 1,0. l1B 12,0.

, ',"

JAPAN BULGARIA

d •• ,7.

•

•

•

Teach er's Notes

IStress dominoes worksheet.

ACTIVITYGro upwork: speaking

AIMTo playa game of dominoes by matching names of coun tries

with their stresspanems.

GRAMMAR AND FUNCTIONSSayingth e names of countries

VOCABULARYNames of countries

PREPARATIONMake one copy of the worksheet for each group of threestudents. Provide scissors for each group.

TIME20 minutes

PROCEDURE1 Ask the students to call o ut the names of the countries they

come from and write them on the board .lfyou have amcnccultural class, ask them to call out any names ofcountries around the world. Write the relevant stre ss

patterns next [Q each name.

2 Ask the students to w ork in groups of three.

3 Give one copy of the w o rksheet to each gro up and askthe m 10 choose one member of the group to do the

writing.

4 Explain that theyare going to playa game of dominoes but

that before they can sta rt , they have to writ e in the stresspanerns for the names of the countries in bo xes 5 to 12.Point OUI the way the dominoes are arranged and exp lainthai they are numbered on the worksheet to show whichname goes with which stress pattern . Demonstrate this

using the examples which are already filled in on th e

worksheet.

HOW TO PLAY TIlE GAME

1 Shuffle the dominoes .

2 Player; take four dominoes each.

3 Player A puts down any on e of th eir dominoes face up.

4 The player on Player A's left (Player B) must then p utdown one of their dominoes, making sure that the nameon their domino matches the st ress panern, or the SIJ'eSS

pa ttern on their domino matches the name, on Player A's

domino.

C Macmi llan Publishe rs Limited 1997.·

5 Now ask the students 10wo rk in their groups, writing the

stress patterns in the boxes m arked '8' on their w orkshee t.\Vhi.le they art doing this, go round 10 each group an dcheck mat thcir stress patterns are co rrect, Answerquestions and offerhelp.

The correct answersare:

SB and 9B • • •6Band lOB • •7Band l l B • •BBand 12B • • • •

6 When they have finishedand yo u are satisfiedthat th eirstress patterns art correct, give each group a pair ofscissors and askthem to cu t the d ominoes out as indicated,Make sure that students cu t off the numbers above th edominoes.

7 Before they stan theirgame of dominoes, explain how 10

play, using the lnstrucuons below.

8 The studen ts art ready to play the game. While they areplaying, go round to each group and check they a replaying correctly.

9 When they have finished one game. they can sh uffie andplay again .

OPTIONAsk the students to add some dom inoes of their own u singsom e of the countries you wrote o n th e board in procedurepoint 1. Make sure that for every country there is a matchingstress patte rn and that matching pairs are on separatedominoe s ason the worksheet.

5 The players take il in turns to add do minoes in this way.

6 Ua playe r cannot put down o ne of their dominoes, theymiss a tum.

7 The firs t player 10 get rid of all of their do minoes i.s thewinner.

'r--= = = = ..=- -=.. =...=.....=---=...--,... _-f'.....= = - = .......===,•• IVisiting cards

Av. Barcelo na 22, Malgrat de Mar, Spain

MsAna

[g]ol~mI~lFilm Director

Mr TAKU MIYAZAKIARTIST

Reward ElementaryResource Pack

~.. _.lei (93) 761 02 5 5 fax (93) 76 1 02 57

I·JH2 lbkki ,. HMCh. TOthi ...a-!CI. TOKYO, JAPAN'fr 0)·3912·6511

•I~

Mr Mauricio CJl5Iq5lS(musician)

Rua MarichaJ Mascarenhas de M ora es 7611402Copacabana. Rio de Jane iro. RJ - BRAZIL

21.523.5100

M s PAWINEE PAPORN(Travel A ge nt)

Mr Andreas HieplerACCOu Dtant

BuclIpeskt str 4S 9 10787 BERLIN. GennanyTellFax: ( 49) 30 269 913 1

Hs Francesca Riva

Viale V. Eman~le , 1 - 24100 Berpmo _ ITALY

Journalist

•9/ 32 Charan 6anit w ong 47 Rd

BANGKOKTHAILAND

(02) 434 3350

Am Guggcnm-rg 10,8053 ZUric h, SW1Tl.ERL\ND

Tel (39) on 2S68 71 Fax (39) OlS 24 38 12

MrROBERTALLEN

•

Ms LUCY KASERTaxi Driver

Tel 01/381 88 23

Ms Jane BakerEnglish TeaCher

•••

112 Sydney Ad. Fawkner. Melboume, AUSTRALIATel: (61) 3 534 0524

ACTOR

1 1 Horllury Cr es . .London W11UKTel 0 171 346 7780

Mr S imon Shep h e rdEng ineer

101 5th Avenue . Los AngelesUSA

T el : (3 10) 245 1122

PHOTOCOPfABLE

Teach er's Notes

IVisiting ca rds worksheet. •ACTIVITYW'hok: class: speaking

AIMTo introduce people to one another, givingpersonalinfonnation.

GRAMMAR AND FUNCTIONSPresent simple to be

a/anIntroductions

VOCABULARYJobs, nationalities

PREPARATIONMake one copy of the worksheet for each group of up to ninestudents and cut it up mro cards as indicated. There are fivecards with male names (Mr) and fivewith female names (Ms)

for you to choose from. If there are more students in your classthan there arecards of one sex,change the first names andtitle on the appropriate numberof cards before you give them10 the studen ts. Keepone card for yourself to demonstrate the

activity.

TIMEIO to 1; minutes

Il:IM"cmill"n Publil hers Limiled 199 7_

PROCEDURE1 If there: are more thannine students in the class, divide

them into groups. (Within those groups, the students willbe working mainlyin threes.) Give one cardto eachstudent in the class.

2 TeU the students that they are now the person on theirvisiting card and that they are going to practise uuroducmgpeople to one another. Tell them that the title is there toindicate wh ether theperson is male (Me) or female (Ms)but they don't have to saythe title when they Introducethe~a .

3 Write an example dialogue o n the board;

This is my friend Ana Gomez. She'sfrom Spain. SlIe:S­afilm dfrector.

4 Demonstra te the activity wi th two students. Wrile on thebeard;

Studen t A introduces Student B.StudenJ B inlrOtiuc£s Student CStudent C introduces Student A

For the demo nstration, you are Student A and your rwo

partners are Student Band Student C. Ask them to holdtheir visiting cardsup. facing out . Read the information onStuden t B's visitingcard and in troduce himlber 10 StudentC. Stud ents Band C should then shake hands and sayHeUo. When you have done that , ask Student B10introduce Student C to yo u. Shake hands with Studen t Candsay Hello . Next, a..sk Student C to introduce you toStudent B. Shake hands with Stud ent Bandsay Hello.

S Now ask the students 10 work with two other studentsfrom their group and to decide who is A, Band C. U theclass does not divideexactly into groups of three , make upthe numbers with groups of four.

6 Ask the students to hold their visiting cardsup and take it

in rums to introduce one another.

7 When they havefinished , ask than 10fonn new groups ofthree wi th two different stud e nts and repeat the ac tivity.Make sure they aU have differen t identities.

8 Repeat procedure point 7 .

OPTION (1)You can do this activit)' with the students sitting down in acircle. Moving round the circle in a clockwise direct ion , eachstudent introduces the student o n their right 10 the student o ntheir left .

OPTION (2)students introduce themselves to everybody in the class, usingthe infonnation on theirown vis iting cards:

I'm Ana Gomez. I'm from spatn un a I'm afilm director.

•

•

•

•

Job

Age

Surname

e INhere from?

Married?

CI MK m,ll..o Publishl!'r1Limited 1997 PHOTOCOPIABLE

•

•Job

Age

Surname

Where from?

Married?

PHOTOCOPIA8lE

Teacher's Notes

IFriends workSheets. and.

NOTE: Use Worksheets 3 a and 3b for this activity.

TIME20 minutes

VOCABULARYPersonal infonnation

2 Tell the students that these are real friendscryours andthat the y are going10 fill in the details under eac h h ead byasking you questions, They m ust only ask questio nsrequiring the answer yesor n o . They must comp lete theinfonnation about person number I before going o n toperson number 2.For example: I· Pete

Studen t Is Pete a docto r?Teacher: Yes, he is. (Wri te doctor in the sp ace

providedunder Pete 's head)Studen t Ishe451Teacher: No,he isn'tStudent: Is he36?Teacher: Yes,he is. (Write 3 6 in thespace p rovided

underPete's head.)

3 Continue answering the students' questions until you havetilled in all the details about person number I.

4 Repeat the procedureto com p lete infonnation aboutperson number 2. The students will be able to give you theinfonnation about person number 3 withou t askingquestions. The students can then ask you other q u es tionsabout your friends if they like .

S Now ask the students to work in pairs of Studen t A andStudent B.

6 Give a copy of Worltshee t 3a to each Student A and a copyof Worksheel3b to each Stud ent B.

7 Tell them to imagine that the se are photos of three of theirfriends or relatives and ask them to put their first names inthe spaces provided on their w orksheet.

8 Now ask them 10 write me fo llowing infonnation abouteach person in random order in the boxes on theworksheet, without indicating which piece of infonnationgoes with which person: job , age, surname, where they arefrom and whether they are married or single. They mu stnot wri te the infonnation in the spaces provided undereach person yet.

9 When they have done that, ask the students to exchangeworksheets and rake lr in turns to ask and answerquestions about their partner's friends. They should writein the details about their partner's friends in the spacesprovided on their partner's w orksheet.

OPTIONDo me same activity using real p hotos of the students' friendsor family.

. S

2) Corrine 3) SitTlOn

L~ si"9le

hQirdresSer-

36

First nome: 1) Pete

<$

GRAMMAR AND FUNCTIONSGiving personal informat io nQuestions without a ques tion wordNegativesShort answ ers

PROCEDURE1 Draw three heads on the board, numbered I to 3, and

write the name of a real fri end of yours next to each one.In random order, write mefollowing information abouteach friend around the h eads without indicating whichpiece of infunnation goes with which mend: job , age,surname, where they are from and whether they aremarriedor single.For exampk :

PREPARATIONMakeone copy of Worksheets 3a and 3b for each pairofstuden ts.

AIMTo ask and answer quest ions about friends.

ACTIVITYPairwork: speaking

•C Maunillan Publishers Limited 1997.

•

•

•

e ,Memory test Rewa rd ElementaryResource Pack

PHOTOCOPIABLE

•

•

•

••

• IMemory test

C~~l..irmed l 997 .

Reward ElementaryResource Pack

PHOTOCOPIABLE

Teacher's N otes

IMem01Y test worksheets. and.

NOTE: UseWorksheets ae a nd 4b for this act ivity.

ACTIVITYPiliworl<and groupwoek: speaking

AIMTo lookat a picturt for a sboet time and to memorise as manydela.ils as possible:.

GRAMMAR AND FUN CTIONSp"".W_How wwtry _.1

VOCABULARY00;« VOC2bubty

PREPARATIONMakeone copy ofWorkshcets 4a and 4b for every four

snxknts in the class.

TIME2Ominmt:S

PROCEDURE1 Divide the class iDlO Group A and Group B.

2 Ask theStlxkms to work with a partner from the samegroup.

3 Givea copyofWor\cshttt 4a to each. pairof srudents inGroupA and a copy of Workshttt 4b to eachpair ofsnxkms in Group B. They m\JSI not showdlOr picture tosttJdm,ts from theodla group ,

4 Explain W t mqart going to do a manory test by lookingat theother group'spicture fo r a short~mdrananbcring asmany <k:tails as possible. Butbefore theydo dDs, they art goingto prepare questions for one_.

5 Ask the studc:nts to write que&ions abour: tbc:ir ownpcrure, startingHowmany ...?Foraample:

How manypeopleare tIu!7T?. How many chairs are there?

6 When they have door that, ask each. Group A pair to workwith aGroup Bpair. Makesure: they do not show theirp ictures to each other~t.

1 TeDthe Stl.Jdentsmat they will have 20 secondsto look attheother pair's pkture and to memorise asmany d etails aspossible.

8 Ask students to exchange pic tures and ume lhis part of theactivity for exactly 20seconds.The students must thengive the pictures back.

9 Pails of s tudents now tak e it in turns to ask and answerquesuons about one another 's pictures. Fncout"dge them10useth e target language.

• IWhere is it? Revvard ElementaryResource Pack:

I

,-,

•

••••• M ••• • _ ••• ·._.·•• • •· •••• _ •••••• _, _ M __ .0_..................................._ - ,...........................•- .

PHOTOCOPIABlE

. _ 1.. _ _ , ,........................, ' .... .. . .. ._..;

=M« mill..n Publi$1'IotrJ LJmitl'd 1997.

•

Teacher 's Not es

IWhere is it? worksheet.

AalVITYWhok class' spoking

AIMTo ask and say where t hings are .

GRAMMAR AND FUNCTIONSPrepostdonsof place: in, on , under, near

VOCABULARYPersonal possessccs

PREPARATIONMae one copy of the worksheet for ach stUdent in the class.PUI a lick nat to a different ob}at at~ bottom of eachworksheet.

TIME15nunutes

PROCEDURE1 If marare more thm 12 students In the class, divide them

Into groups.

2 ~ one copyof the worssbeet to each student in tMclass, Make sure: that each student in the same grouphas adifferent object titkoJ on their worbhttt.

3 Make SUl"C' the students know how to say aU the objects inthe boxes at the bottom of theworksheet.

4 Tcll them thai theobjects are IOSI in the self-study roomand thC')' are going to rind OUI where th ey are .

5 Before they do this , ask the students to loo k at the p ictureon their worksheet and tell you where the computer and

bin art.

For a2lIlpk :

Teacher: Where'sthe compu ter?StudOll: Near the door./Next to lhedoor.Teacher: Where's tire bin?Student: Unaer the video.

6 Tcll the students that theyare the o nly ones who knowwhere their ucked object is in the self~mdy room . Askthem to draw it on their worksheet wi tllout telling the •other studen ts in theclassor group where it is or what it

is. Mue sure each srudau knows how to say where theirown ob;ett is.

1 Now ask the stUdc:nts to go round the class or group and

lind QUI waere Ill<Olhct objects are by """'" andanswaing questions. They must not showtheir ownworksheet to tilt Olherstudents . If a studmt ooesn'r knowwhere an ob;a:t is, they should answer Jdon'l know.When their partner trUs them where an obj«t is , theyshould draw it on their own p icture. Ifstudents haveproblems with dr.twingan object, ~1I them to write theword for the objectIn the correct place Instead.

Note that when the students have spoken to more thanone person, they will be .able to talk about theposition ofno( only th6r ownobject. but several obfeas.

8 When anUK studmts have drawn aU 12 ob;ects on theirwo rksbeet, theyshoWdsit down and compare pictureswith another snxknt. Thepictures should be Identical.

OPTIONYou an make this activity more c ontrolled, as follows. Cu t o utthe cards below as indicated and give o ne to each student inthe group. The students draw th e ob ject on their picture

according 10th e insullct:ions on their card and then follo w theprocedureas above.

.•... _._. _.._- ...__...;... _.................. . _..•.,

There'sa bag

under t he chair.

There are

some keys on

the desk.

There are some

gla sses on the

video recor der.

There 's a coat on t,t he chair.

There's a mobile

phone next to

the computer.

There's a

camera under

the table .

There's a pen in

the bin.

._ - •.._- .

There's a

calcu lator on t he

co m puter......... ,._--;._-

There's a watch

next t o the

computer.

e MKmillan l'utm~ Limll.cl l991.

There's a

notebook on the

television.

~ There 's a cassette

player on the

desk.

Ther e a re some

books on the

floor, •

progress cheek

_ 1Mb" and matchGame Board

Reward ElementaryResource Pack

»

•C MKn'llIa" Pu~ lim"oHl 1997 . PHOTOCOptABl E

Progress check

_ ,Mix and matchCards

C Ma(m <llan Publ jsh~rs Umded 1997.

Reward ElementaryResource Pack

PHOTOCOPIABLE

Teach er's Notes

IMix and match Worksheets Progress check • and.

NOTE : Use Worksheets Pr o gress check ~10a and 6-10b for this act ivity .

ACTIVITYGroupworlc =ling and spaldng

AIMTo playa boardgame by m atching verbs with other wordsandexpressions.

GRAMMAR AND FUNCTIONSVerb and noun collocationS

VOCABULARYEverydayactivitirs

PREPARATIONMake: one: copyotWorksheet Progress cb«k 6-IOa (game:board) foreach group of three to~ srudcnlS. Ma r one:copyof Wodshc:rt~ check 6-1Ob(cards) for each group ofthree to five: sruoeus and cut thecardsout as indiolted.Provide dice: and counters fo r each group.

TIME30minutes

HOW TO PlAY THE GAME

1 Put the game board in the oriddle of the table.

2 Each player takes six cards. Place: the rest of thecards face:down in a pile on the table.

3 All the players pur: their coenres on the square markedSfARTandthrow the dice. The firs:l: player to throw a siJ:

stattS the: game.

4 PlayerA throws the dice andmoves their counteralongthe board accordingto the number on the dice.

5 f'la}'erA reads thevat> on the square the counter lands onandmatches it with a word or expression on one of lhcir

PROCEDURE1 WrilC one: of the: vtrbs from the game: board on the board.

Foraample:have

•Askthe students to thinkof words or expressions tha t gowi th have.Forexample::

a bath, a drink,dinner

Tell the: students 1b3l they are g0in8 to pby a game: wherethey match verbsand other words in this way.

2 Ask the: students to work in groups of three to five.

3 Give: one: gameboard andone set of cards. countersanddice: to eachgroup.

4 Before the stUdmtsstart pla)ing the game. explainhow toplay, using the instructions below.

1fyou want to make the game m ore challenging, instead ofasking the students to simp ly read OUt an expression (seeHOW TO PlAY THE GAME instruction 5>, ask them tomake: a COrJ'a1 seeeoce using the:apression.

5 Now the students arere2dy t o p lay thegame. While theyan: playing, go round [0 each group and check they arcplaying correctly, Be on hand to answer questions andoffer hd p.

cards and reads out the- whole: expression. If the groupthinks it is correct, PlayerA puts the card to the bottom ofthe pile on the table and it is Player B'srum to play.

If Player A hasn't glXa word or expresscn that goes withthe verb. they pid upacard from the top atthe pile andmatch it wi th the' verb ifpossible .

6 Now Pbyc:rB throws thedic e and repeats steps 4 and 5Wove.

7 The game conunces untilthe first playa reaches thesquare marked FlNlSH or finishes aU their cards.

\iII

4III!I

II•

I!,I

~\

t

•

I

•

•

•

_ ,Photo album

x i""""'"'.......-=~........,~~~

C> M.Kmd~n Publl~hIn li mitf'lf 1991 .

Reward ElementaryResource Pad

PHOTOCOPIABLE

Teacher's Notes

IPhoto album worksheet.

ACTIVITYGroupwork'~

AIMTo talk about famity relationships.

GRAMMAR AND FUNCTIONSPos5essive 's

VOCABULARYMembers of the family

PREPARATIONMake onecopyof the workshttt for each pair or groupofthree studmtS andcut the: piauR:5 out as indicllted.

TIME20 minutes

PROCEDURE1 Askthe smdentS10 work: in pairs or groups of thrtt.

2 Give each groupacopyof the workshttt cut up and askthan to take threepicturc:s each,

3 Tcll the students 10 imagine that these are photographsfrom a family photo a1bum and that the people in thephotographs art IDmlbc=rs o f their f2mily. Tell them that,in a momrnt, t:hq are going to talk to thdr partnersabout them .

4 Before they do that,give them a few min utes to Invent andwrite down some details about their imaginary rela tives .Write on the boan1:

NAMEREl.A1l0 NSHIP TOYOUMARRIFJ) ORSINGllAGEJOBWHERE l1IEY UVE

5 \Vheo the stUdents hnt: done that, ask than to take it intwns to show the pictures t o thdr partner andexplainwho theyare.

OPTIONIfyourstudents' English Ievd is good coough for than to grvemore cktails about the peopte in the pictures, encouragethem to do so. For example, have they got. childrm, pets, ahobby, ete?

•

•

8 1When and what?

fold

YOU

A MEMBER OFYOUR FAMILY

My .

Reward ElementaryResource Pack

•

•

i!- - - - - - - ----- - - -!--- ------- - --- - - - - ­,!!,,

:--- - - - - - - - - --,,,,PHOTOCQptABlE

Teach er 's Notes

IWhen and what? worksheet.

ACTIVITYPairwork: writing andspeaking

AIMTo ask and answerquestions about dailyroutines.

GRAMMAR AND FUNCTIONSPresent simple:: for rout in es

Prepositions of time:

VOCABULARYRoutineactivities

PREPARATIONMake one copy of the worksheet: for each student in m e class.

TIME20 minutes

C Macmi llan Publishers Limiled 1997.

PROCEDURE1 Write a time of dayon the board.

For example:At 7.15 in the morning

Ask the studentsto guess what youdo every day at thistime.For example:

Student 1: Yougetup.Teacher; No,I don 'I.

Student 2: You have a snouer.Teacher. No, I don't.

Student 3: You /rave breakfastTeacher: Yes, that's right.

Now complete theexample sentence on theboard:At 7.15 in themorning 1 have breakfast.

Explain that thisissomething you do every day - it's aroutine activity. Ifnecessary, give another example usingadifferent prepoeuon of time .For example:

Between 6 and 7 in the evening Jgo to the gym.

2 Now ask the students to write similar sentences abouttheir own daily routine in the section of their worksheetmarked YOU, and about the daily routineof a member oftheir family in thesection marked A MEMBER OF YOURFAMllY. Ask them to write who the member of theirf.uniJ.y is in the space provided.

J\1ake sure they write the time under theheading W1u>n?and the activity under the heading Who!? They must notlet the oth er students in the class see what they arewriting. Encourage them to use a varie ty of prepositions of

time.

3 When they bave finished, ask them to fold th eir w ork sheet

as indicated.

4 Now ask the students to w ork in pairs.

5 TeUthem to hold rhetrworksheets up so that th e columnmarkedWhen?is facing their partner and the columnmarked Wha rl Ishidden from their partner.

6 Now ask them to take it in nuns to read their partner'stime of day andguess what they do at this time. Repeat theacnvlty, trying to guess what a member of their familydoes.

7 When they have finished, ask them to repeat the activitywith a different partner.

OPTIONGive a new copy of the w orksheet to each student in the classand ask them to li11 it in with details about thcir weekend

ro utine.

• ISpot the similarities Reward ElementaryResource Pack

• Picture 1A

•

•

,

. ~=--=

'<'.~mrn"TITTrnnm .",..

" . - i.:r • . , .... .

Picture 2A

•

otl MacmIllan Publ ishe.-s Limited 1997 .

' '' . ".' . . .::.""....

" .

" .' .- ~; . , -' , ......:... -.':; , " . .:.::. .

--

••

/'/'

PHOTOCOPIABLE

-- ..- ----- - - - - - - - - - - - - - - -

I

I

I

• ISpot the similarities

Picture 18

•

r-,I " \1

Picture 28

C MltCIllilliln Publi'lhersLimited 1991.

Reward ElementaryResource Pack

•

., ~. : . . , - . . '

PHOTOCOPIABLE

Te acher's Note s

ISpot the similarities WOrksheets. and.

NOTE: UseWorksheets Sa and 8b for this activity.

I

ACTIVITYPairwo rk : speaking, writing

AIMTo lind similarities between two differtnt pictures by askingand answering questions. To write briddescriptions of the

pictures.

GRAMMAR AND FUNCTIONSDescribing roomsIhere ts/areIs there ...!IAn there ...?Scmeandany

VOCABULARYRooms and furniture

PREPARATIONMake one copy ofw orksheets Sa and 8b for each pair ofstudents in the classand rut the pictures out

TIME30mmutes

Cl Macmillan Publishers limited 1997 .

- - --- -- -------

PROCEDURE1 Ask thestudents to work in pairs of Student Aand Student

B.They should sit facing one another.

2 Give a copy of Worksheet Sa plcture lA to each Student Aand a copy of Worksheet 8b picture IB to eachStudent B.

3 Tell the students th3t their partner's pictureis similar b utnot identical to theirown picture.

4 Explain tha t they are going: to try to find similarities in theirpictures by describing them, not showing than to oneanother.

S Bidt the language they will need to ask and answerquestions about the pictures by inviting the sudenrs to askyou about a room in yourhome.For example:

Sitting room : .Are there any armdr4irs?Is there atelevision?

6 Give thestudents a five-minute time limit to find as manysimIlarities in theirpictures aspossible. Theyshould keep arecord of the number of similarities they find. but they donot have to remember details at this poin t.

7 After five minutes, stop the acrmty andlind out which pairof students found themost similarities .

8 The students can now look at their partner's picture.

FOLLOW UP1 Ask the students to stay in their pairsand choose the

picture they like bes.

2 Tell the students to look at their picturefor one minuteand then p ut it away.

3 lbey now have five minutes to write down as many detailsas thq can remember abo ut their picture. Encounge themto use the target language, induding negative sentences.For example:

11Jef'e aren't any curtains.

4 After five minutes, ask the pairs ot sudenrs to give theirp icture and their sentences to another pair to check,

5 Repeat the activi ty, either now o r later, using pictures 2Aand 2B.

•

•I

e lHabils Reward ElementaryResource Pack

~V s o meone with i

a u t he same .answer

What I eat for breakfast1

Where I read the newspaperl

When J listen to the radio?

What I watch on televslcn!

~/.~- ~ \

--<,./

What music flisten to?

Where I go for holidays1~)

When I go shopping?

What time I get up onSawrdays1

What sports I play!

What time I go to sleep?

When I relax!

~\.~ ~ I. ~ . . .". ' - " ' ~~ ' . J•

How I relax ? -PHOTOCOPlA8LE

Teach er 's Notes

IHabits WOrksheet.

AaJVITYWhole c;Iao< _ spe>Idng

AIMTo write about habits and routines and to findpeople in theclass with the same habits and routines.

GRAMMAR AND FUNCTIONSPresent simpk forhabits and routinesWh- qucstioosHow doyou J3"' p=on 5ingubr

VOCABULARYRoutine aetMties

PREPARATIONMake:: onecopy of tbe worksheet fOf' each studc=ru in the: class.

TIME20 to 30 mmutcs

PROCEDURE, Give :I copy of thc= wortshect to each srudc::ot inthe: class.

2 Ask thc= students 10 writc= information aIxu lbanselvcs intbe column marked You .Tdi them it is OKIDeave aspace next to anyactivitiesdq d on' t do.

3 When they have cIont this., ask them to gotooDd the classasking and answering questions t.o find ptopIc: with thesame: answers. Makc= 5tR thq know how 10ask theqUl:Stioos. It is important to rdl the studmlS dlalthey m ustask one anotherquatioo5, not read o ne 2Idbc1's~.

4 Wba1 thq' find 5CXDl:OO(' withthe same amwcr in theirYou column, tbc:y put tbal: pc:rson 's 02ml: ill the: Findsomeone with the $tUM atI.S'Wt'r COh llDD. h Is important totdI the studo 'lts that lhc=y an only put the: same nametwice. This is to eocouragc them to speak10 ISlIWlydiffamt partners as JXl'iSiNe.lt is a good idea 10 jntroducethe shott answerSo do I asthis is a natural mpoose tofindingsomeone with lhc: s:uDe: answer.Forcnmpl~

StudOll I : What doyou taljor brwJJtf4Sl!Student 2: Breadandjam.Studttlt 1: So do L (Smlknts 1 and 2 ric each

cxhc:r'soamc:s in t.hc: space provided)

5 Whc=P one studc=nt basfound I name for c:adl ofthe topicson the workshttt, SlOp theaaivity.

6 As:l foUow-up, ask thc= SlUdc:nts t o cepon bact, orally or inwritten fonn. You mzy also W2t1t to use the: apression sodo J for this pan of the activity.For example:

Petra eats breadlor breoJifast and sodoLSti!l ano reads the newspaper at schooltmd so do l

Teache r's Notes

ISpot the differences Worksheets Progress check • and. •AalVITYPairwcrk: speaking

AIMTo find ten differences betwe-e n two pictures by askingandanswering questions.

GRAMMAR AND FUN CTIONSThere is/ureWAre there ...?HoU' man)' _?Some andanyP'rrpositions of placePresent continuous

The' article

VOCABULARYGcoe r.t/

PREPARATIONMake one COP}' of Worksheets Progress check 11-1;a and11- ISb for each pair ofsrudents in the class.

TIME2Ominul.o

PROCEDURE1 Ask the students 10 work in pain ofStudcnlA andStudent

B. 1bcy should sil facing o ne another.

2 Give a copvorwonsheer Progn:sschcck 11 - 15a to eachStudent Aand a copy of Worksheet Progress chock 11 - 15bto each Student B. TeUthe students not to show theirpicture 10 their part ner.

3 Tell the students that their partner's picture is almostidential lOtheir own picture:, bUI that that are tendifferences,

4 Explain that thC}r are going to tty to find the len differencesbydcsctibtng their pcrures andaskingandanswering thOrpartner's questions, not showing their pctures to one

""""<T.5 \l'hen thc). have finished , check their answers . The

differmccs are as rouows

PICTUREAI There's aflorist 'sbetw een the greengrocer's and

the U'2\d agent's.2 The man coming OUI of the greengrocer's is

carrying a shopping basket ..\ The woman outside the cafeis playing a guitar.

4 There's a dog next 10 the woman.S The bus is almosl: empty.6 The motorbike has no passenger.7 The penon riding the bic)'ck is wearing a helmet.8 The two people.sitting at .a ubIc in front of the ole

are C2tingsandwiches.9 The Olhcr personsitting at a tabk in from of the

cafe is doinga crossword.10 A man is taking ;lphotograph of rwo children

eating ice cream .

PIGURE BI There's a ncwsaaent's between the greengrocer's

and the travelagent's .2 The man coming out of the greengrocer's is

Cl1T)ing some flowers.3 The woman outside the cafeis playing a violin.4 There's no dognat to the woman.5 The bus is very crowded.6 There are IWOpeople on the: mororbikc:.7 The person riding the bicycle is noI wearing a

helmet.8 The two people sitting at a table in from of~ cart

an: drinking tC3.

9 The o ther personsitting at a table in front ofthe'cafe is writing postcards.

10 A man is laking a photograph of two chil dR'lleating hamburgm .

OPTIONAsk the.students 10 my in thcir pairs and to look at WOft<bettProgress check 11-15;1 for one minute. Then ask them 10 p.l

the picture away and write down as man}' dctaiIsas thq Ql1

remember about the picture. Aher nve minutes, ask thl: ~iDof students to give their sentences to another pair to ch«i...

•

f

•• IDaily routine

Student A

Reward ElementaryResource Pack

PHOTOCOPIABlE© Macmillan Publishen Urr"ted 1991.

ae " " , "... . ... ... , .,. , .., , , , , , ", , ,., , ,StudentB

Teacher's Notes

IDaily routine worksheet.

ACTIVITYPairwork: speaking

AIMTo predict a panntt'sd:tity routine andto findout bow manypmticti<>n> wererighL

GRAMMAR AND FUNCTIONSPresent simple: asking bow oftenpeopledo thingsShort answmAdverbs of frequency

VOCABULARYEvttyd2yactions

PREPARATIONMake one copyof the worksheet few each pair of stUdents andcut it out as indicatrd.

TIME20 minute!

C ~millan Publistwn LirMed 1997.

PROCEDURE1 Ask the students (0 work in pairs of Student Aand

Student B.

2 Givea copy of the lOp chan to each StudentAand acopyof the bottom chartto each Stuebt B.

3 Ask me sruoems to write their partner's name in thespattprovided onthOt~.

4 If the class a1rcldy know one another, explainto thestudents that theyare going to find out how weutheyknow their partner. Hthis is a new class, explain thattheyaregoing to find out how good they are at guessing.

5 Ask the students to put a tick in the TRUEcolumn if theythink the information in the: sentences is uue tor theirpartner or a tid in theFAlSE column lftlq' don't think itis true . 1bcy mustnot ask their partner ytt.

6 Wha1 thq Iu:vt done: tha t, the stUdents should take it intwns to check~ their predrceons were right . Makesure they know theCOIttCt question form:

Srudent A:. Doyou usuaJIy wearJeans (l/ theweekend?

Student B: Yes, Ido. Doyou often urear trainers?Student It:. No. I den 'L

The studmts sbouId put a tick or a CJU5S in the endcotumn next to each question, ckpcnding on whmlcr theyhave guessed correctly or not

7 \Vhm the studcrus have finished checking theirpredictions with their partner, they should add up theirtotal nwnbcr ofrightguesses and comparescores.

I

~I

jIi

CI

•

•8 ITravel

QUESTION NAmE A

1 BY / YO U / OFTEN / DO / PLANE / TRAVEL / ?

Reward ElementaryResource Pack

2 USUALLY I YOU / DO / DO / WHAT / THE / AIRPORT / AT / ?

3 SEAT / DO / SEAT / AN / YOU / A / WINDOW / PREFER, / WHICH / OR / AISLE / ?

4 AIRLINE I YOU / FOOD / DO / LIKE / ?

5 LIKE / TO / WOULD / YOU / FLIGHT / ATTENDANT / A / BE I ?

• ANSWERS

You,2

3

4

5

Your partner

Ql 'ESTlO;\lNAJI{E II

1 BY / YOU / CAR / TRAVELLING / DO / LIKE / ?

2 FAVOURITE / YOUR / WHATS / CAR / ?

• 3 YOU / GOOD / PASSENGER / A / ARE / ?

4 LIKE / MOTORWAY / DO / FOOD / YOU / ?

5 LISTEN I YOU / TO / MUSIC / YOUR / IN / CAR / USUALLY / DO / ?

ANSWERS

1

2

3

4

• 5

You Your partner

C Macmillan Publishers lim iled 1991. PHOTOCOPIABLE

e ·

Teacher's Notes

ITravel worksheet .

ACTIVITYP:tirwork: writing, speakin g

AIMTo put word.. in~ correct order to formquestions. To askand answer quotions abou t travdling.

GRAMMAR AND FUNCTIONSPresent sanple question.sTalkingabout tm>d

VOCABULARYDiffm:nt means of tran...port

PREPARATIONMak~ OOC' copyofthe worksheet for each pairof srudents inthe cb..ss and cut it in twf as indicated.

TIME30minutes

•PROCEDURE1 DivKk th e students uno Group A and Group B.

2 Give: a COP}' 0( qut:stionnaitt: A to each srude:m in Group Aanda copyofquestionn:l.ire 8 to each srudem in Group B.

3 A.'ik the snxknts to work with two or three other Sl:ude:msfrom the same group. Thi=y should put W words 0{ the:five questionson thOrworksheets into me: correct orderand wri te: them down. All~ students should write:the:questions down ontheir own workshttt.

The:correct questions arc:A I Do you often travel by plane?

2 What doyou u.sualJy do alllw airporl.'3 Which doyou prefer, a u'indQu}searor an aisle

seat?

(OR Which seat do youprefer; a u'itutou'Dran aisleseal.")

.. Do)'OU Ii«airline food!5 WouldJ OU likr to be a Jlighl altnJdanl?

B 1 Doyou like tratlf!l/ing try aJr?2 What's your fa vou rite car?3 An")'OUa goodpassenger?" Do you liM motortmyfood?5 Do you uSWlll)' listen to music in you r COT?

4 When the students have: done that, ask them to Write:answers to their own questions indMduaUy o n thtir ownworksheet in the column marked You,Go round andcheck that the students have wnnen the: questionscorrectly andunderstand !.hem.

S Now ask them to work with a p artner from the:othttgroup (ie a student from Group Ashould work with1student from Group 8).

6 Askthe stu dents [0 take it in turns to ask their p;lrtrltt t!lt equestions on their worksheet and to write down theirpartner's answers in the column marked }'Ou r partntr.Encoura ge: them to askfor further details from theirpartner by asking the additional q~ion WIry? or Whynot? where appropriate. They do not have to writt lbwnthe additio nal infonnation.

7 When they have finished , ask the students to reportbld:to theclass about anything surprising they have flXnfou..

•

)

)

• ICanyou make a cake?

~

C Macmillan PublishersLimited 1997.

Reward ElementaryResource Pack

PHOTOCOPIABl E

Teacher's Notes

ICan you make a cake? worksheet.

ACTIVITYWhole class: speakingMill drill (For detailed insUlJctions andadviceon usingmilldrills, see the notesfor teachers at the beginning of tht'

Resource Pack.)

AIMTo speak to as many partners as possible. asking andanswering questions about a bilities .

GRAMMAR AND FUNCTIONSCanyou ...?Yes, I can,/No, I can't

VOCABULARYEveryday and leisure activities

PREPARATIONMake one copy of the wo rksheet for each group of up to 12students. CUtthe worksheet up into cards as indicated. Youwill need to keep one card fo r yourself to demonstrate the

""""'Y.

TIME15 mjnutes

Cl Macmillan Publi~hefli li mited 1997.

PROCEDURE1 If there aremorethan 12 students in the class, divide them

into groups. Give one picture card to each student in theclass. Keepone Coryourself.

2 TeD the students that they are going to ask and answerquestions using the pictures on their cards as prompts.Write an example diaJogue o n the board. indicating theb.nguage the students should use.For example:

Student A: Canyoumakeacake?Student B: No.J ran 't: Can you play the piano?Studentk Yes, Jcan.

3 Demonstra te the activity wi th individualstudents, usingthecardyou kept Coryourself. Te Uthe students to holdtheir cards so that theside with the picture on is beingthem. Students askthe questions using their picture card'Sas prompts and answer the questions honestly.

4 Ask several pails of students to demonstrate the activitytothe whole class. usingtheir cards as prompts and ukIng itin turns to ask and answer questions.

5 Now ask the students to go round the classor group askingandanswering questions with asmanydifferent partners aspossible. wing their picture cards as prompts. In thispanof me activity, the students repeat the same questionseveral times bUI pracuse different answers each timetheychange partner.

6 When the students have spoken to several differentpartners, ask them to exchange cards and go round theclass again, this time holding their cards the other wayround so the picture is being their partner. The studanstake it in turns to askquestions using thepictures on marpartners' cards asprompts. In this part.of the activity . thestudents ask a diffen=nt question each time they~ (partner,

OPTION10 procedure point 2 above, it is a good kb. to introduce thenatural responses So can J/ Jcan't / Nei ther can 1/1canandto extend the sample dialogue.

For example:Student A: Canyou make a cake?Student 8: Yes, Jcan.Student A: SO can!. / I can 'ttStudent 8 : Con you play the guitar?Student A: No. 1can 'tStudent 8 : Neither can I. / I can!

I

)

)

• IWhere can I buy some bread?Student A .

C Macmillan Publishers Limited 1997. PHOTOCOPIABlE

t

•

Li mit~ 199 1.CI M K m,Mal'lPubllSl'otn

Rew-ard Elementa~. Resource Pee

Teach er 's Notes

IWhere can J buy some bread? worksheets.and.NOTE: UseWorksheets 14a and 14b for this activity .

ACTIVITYPiliworlc sp<2lting

AIMTo ask and say wbeeplaces~.

GRAMMAR AND FUNCTIONSW'1JerI? can 1. r17Ierr's a _Prq>ooilions 0(p"",Ailing for and _ di=tl"'"

VOCABULARYShop< and !OWn~

PREPARATIONMake: onecopyofWodshed 14a andonc copyofWorkshttt14b for each pair of stlkknts in the dass.

TIME20minutes

PROCEDURE1 Ask the:students (0 wo rk in pairs of Srudmt Aand

Student B.

2 Explain that youaregoing to grve them ,; plan of the:centreof a town. Point out mat there aresome: names ofplaces missing on thrir plan.

3 Give: acop)' ofWorkshc:et 14,; (0 eachsncenr A and acopyof Wol'kshc:n 14b to each Studenl B. Tc:U them not roshow rhdr planto their panna at any time: during thisactivity. Explainthat the: places which are missing fromtheir planare marked on their partner's plan. They aregoing to askfor .and giVC' information about places on theirplan and write in the: names of the missing places.

4 8do~ theystart the:activity,ask tIK students to look attheir planand10 giveyou some information.Forexample. ask tIK question:

Where can 1 nare a cup of tea?

Elicit the: answer.There'sa caft in .Quffl1 Shwt, opfXJ$ile the Itauan

Restaurant / betuwn the Museum of Modem Artand O/J;~'s Nigh/dub.

Ask another quotion:Where can I set afUm?

Bidt tIK answer:'1'here 's a drwma in George StrPet, near tne Grand

Ho«/.

Write an~pIc: diaIoguc: on the board,

5 Poinl QUI the' 1isl: rl things the: students need to.ask for (on

their wortshttts).

6 Ask the: students to wort with their partner and to takeitin rumsto ask for the: infomWion theyneed and to answerthcir panntt's quoIions. They should ask: and answer~ as in the example di.a1oguc on the board.Eachtime:thc:y find apace on their plan according 10 tbtirparmer'e instructions. they should write: in the name,

7 When they bave Iinisbed, they should compareplans,wlUch shouldbe_

OPTION1nstc:ad of asking the: srudc:nts to ask andsay where plscesart,

ask them to~ diJtttions (or how to get to the places.Tdlthe: stUdentstha t they ee at the Tourist Information Offict.They should ask for and give: directions (or the placesrhc:yneed to find.

Forexample:Student A:. ts there a bank near Iu!re?Student B: Yet, there is. Go upCornStreet anditson

the kft, next to tiretravel agent's,Student A:. Ohyes, tnane you: (Student A writes the:

name of the: place on their plan.)srcdenr B: Is therea baker's near here?Student A: Yes, there is. Go along Oxford Avenue, rum

rlghl and it 's on the right, between thegrtengrveer's and t}1I! bank.

Student B: Ohyes. thank you. (5lUdent B wmes thenameof the place on their plan.)

IIII

I

(

---- ------ ---- - - --- - - - - - - -

Reward ElementaryResource Pack

]You ere singingan-opere.

You are doing the Ironing.

Youare reading a sed story.

You lire w atching a funny fil m.

You are buying some flowers.

You are rid ing a bicycle up a hill.

You arc writi ng a romantic letter.

You are looking at paintings In anart gallery.

You are waiting to see the d entist.

You are drinking a very hot cup oftea.

You are. taking an exam.

You ere looking in the mirror.

You are having a sauna.

YoU arc learning to drive .

You are speaking In public.

You are: eating something youdon't like .

. You are making a sandwich .

You lire standing In a crowdedbus.

You are watching a horror film.

You are running to catch a bus.

• IWhat am I doing?

I

•

•

C~mdla" Publi5lwr1. limottd 1991.PHOTOCOPIABlE

Progress check

• ISpot the differences

fII Picture A

•

Co Ma( mil! an Publ,..n('" LH'r'I ll eod 199 7

n

Reward ElementaryResource Pack

PHOTOCOPIABl E

Progress check

• lSp ot the differences

• Picture B

•

-C'M«m,Uan Publ,~ l ,",,'lHl 199 1

Reward £If>mentaryRescorce Pack

PHOTOCOPIABlE

Teacher's Notes

IWhat am I doing? worksheet.

ACTIVITY\Vhol~ class: speaking

AIMTo mime an activity for th e rest of the class10 guess.

GRAMMAR AND FUNCTIONSPresent continuous

VOCABULARYEveryday and leisure activities

PREPARATIONMake one copy of the worksheet for each team of five to eightstudents and cut it up into mim e cards as indicated.

TIME30 minutes

C Macmillan Publi5her1 limiled 1997.

PROCEDUREl' Ask the students to watch you and guess what you are

doing. Mime something simple like eating a pizza. You donot have to be a brilliant mime artist, but it is essential thatyou are willingto mime enthusiasticallyand nOI beembarrassed - this will put the students at ease when it istheir tum 10 do amime. While you art miming, encouragethe students to callout guesses as soon as they have anidea. Make sure they are using the present continuous. Ifnecessary, mime another activity , for example makingacup of tea.

2 Tell the students that they are going to take it in turns tomime an activity for the other stu d en ts to guess . Beforethey begin , divide them into teams of five to eight .

3 Decide which team is going to p lay fir5I and askthem10choose a student to do the first mime.

4 Give the first player a mimecard and explain to the classthat, while he/sh~ is mimingthe activity, only themembers of hisIherteamare allowed to call out guesses. Ifhislhcr learn do not guess the activity correctly, the otherteams are allowed to guess. Teams score two points foracorrect guess.

5 Continue until all the mime cards have been used. Theteam with the highestscore are the winners.

OPTIONIf you think your students may be embarrassed to mime infro nt of the whole class, or if you have a verylarge class, mntone copy of the worksheet for each group of five to eightstudents and ask them to do the activi ty in their groups.

II

I

1

I

Progress check

• IFind Ollt Reward ElementaryResource Pack

Xtr=========~tF==========.

•

•I)

Everybody in theclassdranksome fruit jui cefor breakfast

TRUE OR FALSE?FINO OUT.

Everybody in the classate some meatyesterday.

TRUE OR FALSE?FIND OUT.

Everybody in the classbought some cigarettesyesterday.

TRUE OR FALSE?FIND OUT•

Everybody in the classvisited a foreigncountry last year.

TRUE OR FALSE?FIND OUT.

Everybody in the classdid some sport lastweek.

TRUE OR FALSE?FIND OUT.

))

Everybody in the classhad dinner at homeyesterday.

TRUE OR FALSE?FIND OUT.

Everybody in the classspent some moneyyesterday evening.

TRUE OR FALSE?FIND OUT•

Everybody in the classread a newspaperyesterday.

TRUE OR FALSE?FIND OUT.

Everybody in the classwent out last night.

TRUE OR FALSE?FIND OUT.

Everybody in the classwrotesome letters lastweekend.

TRUE OR FALSE?FIND OUT.

Everybody in the classmadesome telephonecalls yeste rday.

TRUE OR FALSE?FIND OUT.

PHOTOCOPIABLE

Teacher's Notes

IFind out Worksheet Progress check • •ACTIVITYWhole class: speiling

AIMTo findout lnforrnnion abou t members or tbe classby asking

andanswering questions.

GRAMMAR AND FUNCTIONSSimple past:~ and irregular verbs

Y~o quc=stionsCoulllabie and UOCOW1ublc n oun.sSome andany

VOCABULARYG<n=l

PREPARATIONMake one COP)' of theworkshm (or each group of up 10 12

sruderns. Cu t the cards out as indiotrd.

TIME2Qminuto

o MoKmo'" Publls~u lami1ed1991.

PROCEDURE1 Write a statement about the class on the: board.

Por example.Et'f!t)'body in the da.ss a te-some wgetables yesterday

Find out whether this is true by asking indi...idual stUdmts:Didyou eat any vegetables )'t'sterda)'?

Write a tide on the board each time somdlody 3JlSWttS

Yes, I did anda cress escb time SOfJK:body answers No, Idid" 't. Then cross thesaternem OUI andwrite the correct

information.Foraampk:

Sevenstudenl$ ate some vegetabies)'e.Sten1ay.Nine studenn didn 't ea t any vegetables yesterday.

Now Idl the 5lUdmlSdut they are going to correct similarstatements .

2 Ulberr: are more than 12 students in theciass, divide thaninto groups. Give one card to each student in the cass.

3 Tdl the: 5tUden15 W ithey are responsible fo r finding out

whether the statement on their o wn card is true or bJse,and co rrecung it if necessary.

4 Now a5k th e snxknts 10 go ro und theclass or group askingand answering questions. Tell them 10write down ontheircard a tick ach time somebody answers Yes, I did andacross each time:somebod y answers No, I didn 't :

S When they have finished , they should §it down and fake ilin turns 10 report back 10 the class or group on whattheyfoun d 0 1,11during the activi ry .

•

•

Reward ElementaryResource Pack

fold

• IJ-Iow was yourholiday?

fold ~

~------=~=------~.•HOTEL?

• FLIGHT? PEOPLE?

,.. " :

FOOD?-~ . " ,- BEACH?- - . -

. - ~ "' '0

~ ~ ~ ~.. ' " ' ".~ ~ ~~•

,NIGHTLIFE ? i ENTERTAINMENT?,,,,,,

I,,,~ ~ ~ I ~

~ ~ ~ ~

•C' MacmIllan Publishers ll m,tPd 1997.

SCENERY? TOWN?

PHOTOCOPIABlE

Teacher's Notes

IHow was your holiday? worksheet. •

''f'?' uwrm/hot and sun,,)'big and modem/nice ana clean

ACTIVITY\'l:'hok class: !ipa.lcin~

Mill drill (For <kuiIcd msrrucuoos and advice 00 usin!'tmilldrills, see the notes for reac hers at the beginningof t1KResource Pack.)

AIMTo speak to as many partne rs as possible, asking andanswering q uestionsabout a holiday.

GRAMMAR AND FUNCTIO NSw_ere

Whal U'aSit like?

VOCABULARYWords associated with holid:l)'S

PREPARATIONMake one copy of the.- worksheet for each group of up to tensooems. Cut the: worksheet up into cuds, bdng carduJ to cutand fold 2.5 indiol1ro. You will need to keep 0fK card fotyourse lf to demonstrate the aetivi [}',

TIME15minutes

PROCEDURE1 If then: art' mort' than ten srodems in the: class, dhide

them into WOUPS. Give one fol<kd card to am srndent in

the class. K~ one for yourse lf.

2 Tell the students that they are going to ask and answerquestions about a holiday using their cards as prompt.s,bUI, before lhe}.do this. ask them to look at me picture ontheir card and think of an adj«tive or adiecti"ts todescribe: it. They shou ld write the ad;t:cth'(' or ad}ectives inthe space pro vided under the picture. Beon hand to helpthe srudents and make sure they write' appropria teadlecuves for their plcrures.For example:

weather:hold:

flight. t 'try comforta ble/finepeople: t'try friendl),food: deJidmWI'")' goodbelch: Im't'9'QIJd d ean/mce ana quietnWttLife: very lilJ('Jy/good funentertainment: 1't'7)'good/OKscenery: lot'f!1)oJbeulllifultown: tJel)' pretty/nice and quiet

3 Now writ e: an example dialogue on the board, indi catingme language the students should use.Fornample:

Srudcot A: Hou:timyour holiday?Student B: II uw great.

Student A: What U 'fl$ me weather like?

Stude nt B: It was 1I0t and S"'" ny.

4 Demonstrate the activity with individual student.s , usingthe card rou kept for yourself. Tell the students to hokftheir canis so thai thepicture is facing them and thequestion prcmpe i5 f.K:ing their partner. Ask several fJiitS cistudents to demonstt:iue the activity to the whole class,using the cards as prompts.

S Now ask the students to go round the class o r group andask and answer questions with as man}'different partnttsas possible, using their cards as prompts. In this pan otlhtacti\ity, the students ask a different question. but give thrsame answer och time they change partner.

6 \"t'hcn the studen ts have fini.<;hed. 25Jc them to exchangecards and to go round the class o r group again. this timeholdin g their cards the: other wa y round so tha t thequestion pro mpt is facing them, and the picture tsfacing their partner. The students take it in turns to askand answer questions using the cards as prompts. Inthis pan o( the activity, the students ask the same:question. but 8i"~ a diffa-ml answer roach time thC')'

chang, partner.

7 The students COntinue a.'lking and answering in this 'NJ)'

until they have spoken to as many different part ners aspossible.

•

41

•

•• IHealth sUivey Reward Elementary

Resource Park

On a n average day, how many people ...... eat so me fresh fruit?... eat SOUl e green vege tables?

On an average day, how many people ...... ca l so me brow n b read ?... d rink some beer o r w ine?

•...FlND Olfl".

""

FIND our.

•

On an a verage day, how m arry peop le •..... put so m e s ugar in rca o r coffee ?... ea t some ch ips?

FIND O l)T.

On an average day , h ow many peop le ...._. take some medicin e?... do some exercise?

FIND O UT.

On an average day, how many people ...... smoke some c iga re ttes or a pipe?.. , d rink some milk?

FIND our.

On an average day, how man y p eople .....• ta ke so me vitami n pills?... p laya span ?

FIND our.

I

!~

PH OTOCOPIABl E

On an average day, how many people .. .... eat a burger?... ea t a p izza?

FINn our.

O n an average day, h ow many people _._... cat so me p asta?... eat so me red meat?

r,,

~ Mac m ill'ln Publish""" Limrled 19'.17.

•

Teacher's Notes

IHealth survey workSheet .

NOTE: thIS ac tivIty b no t hnked to the a<1lvrty on Worksheet 17b •ACTIVITYUllok da~: !ipc:akin)::

AIMTo do a heal th survey.

GRAMMAR AND FUNCTIONSCountable and uncountable nounsSome ;rnd an)'

VOCABULARYFood and drink

PREPARATION,"'lake one copy of the worksheet for each group of up to eightstudents and cut it up into cards as indicated.

TIME30minutes

PROCEDURE1 If rbere are mort' than eight st1Kknts in theclass, dnide

them uno WOllpS-

2 Give one cardto each student in w cuss and teU themthat they art' going to find out !iOIJ1einfomution about thehealth of their group.

3 Wrilc an example on the board:Oil all tll't!Tage~J', huu' many people ear sume eggs?

Bidl the question they \\,iIJ need to ask individual st udentsin order to find out t he answer to this question:

On an at>erage da)" do ) '011 earan)' eggs,~

Write another example on the board:On atl at't'rageday, ao you walk two kilometresormore?

4 TeD the students tha t theyare going to ask:andanswe rsimilar questions in order to answer the queeons on theirotd... 1lK)' should pm a tid; next to the relevant questionOIl their card each time so mebody answers }'l'S, Jdo and across each time somebody 2I1SVo-en No, I dOlI'l.

5 Before they s an the acuvtry. make sun: t:V~~. knowsh o w t o ask tber qoesuon . In particular. make sere the}tnn...fonn SOllie into any in the question fonn.

6 Now ask the sruoems to go round the class..or f:l"OUP askin~

andanswering questions and putting:l. lick or cross next tothe quest ions on their e n d each time they dunge partner.

7 'X'hen they have spoken to everybody in the dass orgroup, ask them to work with two or three other studentsin their group and to write some of the information the}'

have gat hered on a poster.For example:

Fit ¥!people i l l OI~rgroup eat somefreshfruit on anQl 't't"oge day.

O"(J' onepersonaoesn 't eat (In) ' grwn !'t'getables.

OPTIONCompare the ctass results wi th the results of :l. SlIl'Vq' carriedout into the health habitsof British people.On an average day,

78% ea t some fresh fruit77'i eat somegnxn vegetables60S eat some brown bread4'7% drink some beeror wine46% put some sugar in their tea or coffee33'" ea t chips31%smoke30% drink some milk30% take some medicine22%do some exercise16% take some vitamin pill s8% playa sport

22't1, cat some pasta31% eat some tal me-ott3S'X, en a burger12% cat a pizza.

Gcnel'3l1y. women are healthier than men and youngpeopledrink more alcohol andsmoke more ogarenes.

•

•

Reward ElementaryResource Pad .

fold

What ! do after thislesson?

~

I What film I watch?

,,W here I go tonight? !,,,,

. "0- -... ":

WMA.TS o"? i,., 1 - - - - - - --~~ ~ ~ l:::-::'.~~~ ~_~ 1

~, ~""';ii ,1 - - - - ­b, _.-;.=-:~ ' i

. \. ~ ;'~ j-7" ii

fold

What I eat tonight? I~'" I

(!,Gil; :, j>:~\. ' , II ;

" , ~ " I,U

. .~.~ .'

' . i>.. - . -

• LW'hat shall we do?

•

•

J

W here I go forlunch?

,.•...

I,,I:,I:- - - - - ---,,I _I .,,

i

Which CD I listento?

What I bring ( 0 theparty?

What I do thisweekend!

•

•

!t'. Macmillan PublIshers LJmrte'd 199 7. PHOTOCOPIABlE

Teacher's Notes

IWhat shall we do? worksheet.

NOTE : This ac tivity is no t lin ked to the activity on Worksheet 17a . •ACTIVITYWhole class : writing. ...pt';IkingMill drill (For derailed in!'>lnJc t ions and advce on using milldrills, see the notesfor teachers at the beginning 0( theResource Pack.)

AIMTo speak to as rIWlr partners as possbie, asking for andrn2kingsuggestio ns.

GRAMMAR AND FUNCTIONSAsking for and~ suggestions

VOCABULARYLeisure activities

PRE PARATION:\take one copy of the work.<;hm for each group of up to tenstudents. Cut the w ork...beer up into cards, being careful to rut

and fold as ind rcaed You will need to keep one card for

yourse lf to demoosu a«- the activity.

TIME2{1minutes

PROCEDURE1 If there are more than ten studen ts in the class. divide

them into groups. Give one fo lded C'Md to each s tudent inthe cla.~. Keepone for yourself.

2 ask the students to thinkof a suggesuon for the questionon their cud and to write it in the space proceed.Forexamp le:

Where/go tonight?Sugge.<;tion:go to lhI!cinema

What/do after this Jesson?Sugges tion:play tennts

3 When the students have done m at , ask them to fold theircard so that th e questio n is o n one side and the suggesuon

is on th e other side .

4 Tell the students that Uley are going to ask (or and makesuggestions . using IJl(' cards as p ro mpts . Write an exampledialogue on the board indicating the~ the stUdentsshould usc.For example:

Studcnt A: Wh£'TE' shnJJ Ice go to,li~hr?

Student IS: te rs go to the cinema:

5 Demonstrate the activity with individual students. Tell thestudents to hold their card" so that the questio n is facingth em and the suggesoon on the other side is facing theirpartner. Ask several pain of students to demonstrate the~il}· to th e whole cass. u sing their cards as prompts.

6 Now ask the srudeus to go round the class or group cling(or and makinRsuggestions with as mati)' diffen:nt partnersas possible. using their cards as prompts. In (hL.. pa n of (heactivi ty, the student.s repeat the same question several

times. but make different suggestions each lime th eychange partner.

7 When the students have finished. ask them to exchangecardsand ro go round the class or group again. th i...umeholding th eir cards the other way round so the questionisfacing their partner. Tbe students take it in turns to a.'tk (orand make su~c:stions, using their cardsas prompts. In thispan of the ac thity. the students ask a different questioneach unie they change partne r, but repeat the samesuggestion several times.

8 The students continue askmg for and making suggest. ionsin LItis W'a). unt il the r have spoken to as many differmtpanncrs as pos...ible.

•

•

• I\f/hat are you like?

o.",J. 1'lT\

Rewa rd ElementaryResource Pack

(age)

fold ----------- -----.------------------------------------------~-- ------.----- ----------- - - --

h"" "",cl _~.s .

t fold - ----------------_._--------------------------------------------- -------------------- -----------

1 ' .. _

•

(size)

f Jd - - -- - - --- - -- - - --- -- ------ - - - - - - - --- ---- - - - - - - - - - -- - ---o . --.------------- -- --- ----------------------

1 Icn>k Lik~ ~

1'", _

(character)

•

fold

fold

--------------------------------------------

I Lik.L _

------------------------------------.----------------------------------------------------------- --- ----- -----

but ! dan:t Li\<Q.

PHOTOCOPtA8lE

Teacher's Notes,

IWhat are you like? workSheet. •ACTIVITYGroupwork: writing

AIMTo write a description of a person.

GRAMMAR AND FUNCTIONSTaUtingabout ap~ce

VOCABULARYAdjoctives to describe people 's appearance and characterPhysicalfeatures

PREPARATIONMake one COP}' of the workSheet for each student in the class.

TIME30 minutes

'tl M,lcmillan Pub li~ht-n Limited 1991.

PROCEDURE1 Introduce the idea of a penrrtend and ask the studen ts

what they would write if the y were writing to a penfrtendfor the first time.

2 Explain thai the students are going to write a letter to apenfriend and tha t theyare going to invent the details.

3 Divide the clas.. inlOgroups o f eight and give one copy ofthe worksh eet to each student in the group.

4 Ask me stu dents to invent a name and an age for meperson writing the letter and write it in the spaceprovided. Now ask them to w ri te F or Mat the bottom ofthe page according to whether they have written the nameof woman (F) or a man (M) .

5 when they have done that, ask them to fold their piece ofpaperso thai the sentence they have written is hidden,and the next senrence beginning I'vegot ... is visible. Theyshould then give it to the stu dent on their left .

6 Ask the studen ts 10 invent d etails to complete the sentencewhich is now at the top of the piece of paper they havereceived. taking note of whether the person is a woman ora man.

7 When they have done tha t, ask them to fold it as beforeand give it to the studen t on their left.

S Repeat the activit}'until all the sentences have beencompleted.

9 Tell the stud ents to open out the completed lett er theyhave received. This is their new pentriend .

10 If there are any words or phrases that the sudeus do notunderstand o r think are Incorrect, tell them to find thestudent w ho wrote them and as k them to explain orcorrect the word or phrase.

OPTIONThe students can use the same w orksheet to write a reply tothei r penfrtend by filling in the b lanks with real d etails aboutthemselves.Alternatively, ask the studen ts to use the same worksheet towrit e a description of somebody else in the class or of afamous person for the rest of the class to guess .

•

•

•

•8 \Aholiday Reward Elementary

Resource Pack

PHOTOCOPIABLEC> Mao;mdlan Publ~ l"'"

YOUR LAST HOLIDAY YOUR PARTNER'S lAST HOLIDAY V' =PARTNER'S NAME I was right

,=I WENT TO HE/SHEWENT TO I waswrong

I1 went with .. . H elshe went with.. . I

I

I1 travelled by... He/she travelled by.. . I

1 s tayed in a . .. H e/she stayed in a...

I stayed there [OT•• • He/she stayed there fOT.. .

II

The weather was... The w eather was... I

I bought.. . Hel sh e b ough t . ,.

J visited. .. Helshe visited...

I,I

1ate. .. He/sh e a te. . . ,,I

1drank... H e/sh e drank. . .

!I

In the evenings. 1... In the evenings, helshe .o.

J= -1M 1997 ,

•

•

•

Teacher's Notes

A holiday

ACTIVITYPairwork: speaking

workSheet.

PROCEDURE, Grveone (OpYof the worksheet to each stUdent in the

ciass.

•AIMTo guess oeuus abcm ;l partna's Ia5t holidayand10 find QUIhow manypmJictioo.~ were righ t.

GRAMMAR AND FUNCTIONSPast ssnpe: irrqI;ubr ve-rbs}'e;v',w questions :tnd sbort answers

VOCABULARYIrregular verbsVerbs associated with ho lidays

PREPARATIONMake one ropy of the worksheet foe each snxk:nl in the class.

TIME30 minutes

Cl MKmillan PubI,~ li""te<! 1991,

2 Ask the student.s 10 write about their la....1holiday by

completing me KlltCIKCS in the column marked YO UR

L\ST HOU DAY, TeU them not to show the othcrstudcfUSwbar thq' arc VtTiting.

3 When thc)' have done tbaL, ask them 10 work in pairs, bmteU them tha t it is important not to show their workshttr.to their partner. They!ihould sit fudng one another.

4 Tell the sruoems to write their partner's name in the spaceprmidcd at thetop at the column marked YOUR

PARmER'S U sT HOUDAY, Theythro need to ask wberetheir panna walt for their 1asl holidayaod write the ItlftlC"

ot thc place in t~ space p rovided under the name. Theymust not ask for any further aifo rmauon yet.

5 Now te ll the' students that they are going to guess Vtilattheir partner did on ho liday by completing the SCI1tencnin the column markedYO UR PARTNER'SL'Sf HOUDA\',Empha...ise again that they mu,..1 not ask their panncr}'tl

6 When they have done: that, the studen ts should Lake it in

turns to check whether the y guessed correcuv by askinJ:their part ner questions.for example:

Student A: Did you go u 'ith yourf amily?Student B: 1' '0, / ditln"t. J u'enl with m)'friends:

Did )'OU go with J'Ourh llSbatui?Stude nt A: }es, / did.

Th e students sho uld put a ti ck o r a "TOSS in the end column,

depending on whe ther the)' guessed correctly o r not.

unecessa ry, give the students time 10 write down thequestions they need to ask before ther begin this panofthe activity,

7 when the students have finishe d checking their gUt'S.';('Swith their partner. fhcy should add up their total numberof righl guesses, Find out w ho scored the highest lobi.

FOLLOW-UPAsk the students 10 l'.T11e a summary ofthcir pa rtner's holwI,

•

•

I ~

jI.............."

Reward ElementaryResource Pack

FIND OUT

FIND OUT

Who was th e lastperson to writ e a

letter?

Who was th e lastperson to give

someone a present?~

••••':I

..................._ __.-..__-.___.- _-"'-'1

, >~ -I r

N..-,

. •.' : ' ",~•-- • . --- ~":If; A~ I ~l _

j -; -I ~

FIND OUT

FIND OUT

Who was the lastperson to ea t ice

cream?

Who was the lastperson to buy so me

clothes?~•---~~~~

~"~~ ';;;;;" ' ;;;;;" ;;;;;" .~.';;;;;"';;;;;" ;;;;;--=-'=" ="'=-'~'-;;;;;";;;;;" -;;;;;" ;;;;;";:;;;";;;;;"";;;;;" '-_...•••...,:r -~-~ ~

r' " M ~ M·· • • • • • • •• ••• •

Progress check

-. IWhen didyou last.. .?

,, i

, , I $~~~~~~~~~~~~~~, III<: '= -.." ,..,""""',.,'= ,= "."",.,.,.., ",.- "" _-_ _ .- t ;=--

: I

•

•

JFIND OUT

FIND OUT

FIND OUT

FIND OUT

Who was th e lastperson 10 h ave a

birth day?

~ Ii...._..................m_..................................... • ................ ................... • ......-- . .- ...• ..'=,1

Who was the last ;person 10 have a meal

in a restauran t?

FIND OUT

FIND OUT

............ ..... ...................... ........... ..................... eJj

FIND OUT

FIND OUT

Who was th e lastperso n to lie a ll a

beach?

: .

PHOTOCOPIABlE

Teacher's Notes

I ~'(Ihen did you last...? worksheelProg resscheck. •ACTIVITY\'<'hol(" cta......: speakmg

AIMTu findout tnformanon about members of the class b}' askingand answering questio ns.

GRAMMAR AND FUNCTIONSSimple pa<;£: irregular verbsUh- q ue!'oIiun...bpn:~'ii(Jns u f time"

VOCABULARYEn:l'}'wy and leisure acnvmes

PREPARATION~1:l ke one <:opr o f the workshee t for each group of up to 12srudcnrs. Cut the earth out as ind icated .

TIMEl 'i (0 !() minutes

PROCEDUREt If there are mort' than 12 student.. in die d OL' ';, lIi\iJe them

into groups . Give one ra rd TO each student in Ihe class.

2 Te ll the students (hat Ihe} are responsible for I1mlin~ theanswe r 10 the question on their 0\\>"0 card orspeaking [II

C'\'~I1'hod)' in the class or gro up. ~lak(' sure each studentknows how to a...k their quesnon colTt"Ctirandunderstands tru..tlhcy will have to nore do wn the tunes

when sturn:nts Lbt did the actions in order to answer thequt."Sl: ion ,

Forexample:Student A: 1f71t'1'/ didyo u last eat ice cmlln.'Student 8: (I ale MIme tee cream) tast U'f!t'wul.

(Studen t A ","fires Student B's name and last weekend.)

Studen t 8: U'11t'1l did you last urtte a I('tter?Student A: I IIrote In "~I' grandmother in Af»il 011 her

IJirthda)',(Student Bwrncs Student A's name anu;n April.)

3 Now ask th e student.. 10go r ound the class or group askingand answering questions. Tell them that they C'JJl make

notes on the back 0( rheir o m

4 'i1:'hcn tlK)' have ftnished, lhe}' shouldsir down and take it

in turns to report hack to me ctass or group on what theyfound out during lhe activtty.For example;

Stefano UYlS the last 10 ear teeCTf'tJTtl , He ate ityesterdayaftemoon.

,Hil,me teas tile tau to urite a letter. She u'TOle 10hersister tass ntght.

•

•

•• IJohn Lennon

Student A

John Le nnon was born in (I ) 19 and lived with his aum and uncle in Liverpool.

When he was J2 he learned [0 play the (3) but his ambition

wasn't to be a musician - he wanted to be a million aire! He was (5) _

years old when his m other died in a car accident.

Reward ElementaryResource Pack

•

•

•

As a teenager. he create d his first group and they were ca lled the Quarrymen. He mel

(7) in 1955 and they started the Beatles in 1960.

(9 1 became their manager in 196 1.

John married Cynth ia in 1962 and they had a son called

(l l ) . Later.Tohn and Cynthia divorced and

in November 1966 John met Yoko Ono in an art gallery in London.

He met (l 3) _

and started doin g meditation. In the same year. Bri an Epstein died .

On M arch 20th 1969. John and Yoko (I S) _

and the following ye ar J ohn left the Beetles and created the Plastic Ono band.

They had their first hit w ith ' Imagine' in (17) 19 __ .

In 1975. John and Yo ko went to New York and had a son called(19) _

John Le nnon was shot o utside his home in New

York o n December 8 th 1980.

QUESTIONNAIRE(1) _

(3) - - --

(5) _

(7) - - - -

(9) ----

(11) _

(13) _

115) _

(17) _

(19) _

PHOTOCOPIABLE

e IJohn Lennon

Student B

Reward ElementaryResource Peck

John len no n was born in 1941 andlived with his aunt a nd uncle in

(2) . When he wa s 12 he learned to play the har moni ca but his amb ition

wusn '110 be a mu sician - he wa nted to be a (4 ) ! He was

eighteen yea rs o ld when his mother died in a ca r acc ide nt.

Asa teenage r. he created his first group and they were called (6) _

He mel Pa ul M cCartney in 1955 and they (8) in

1960. Brian Epstein became the ir manager in 1961.

John married ( 10) in 1962 and they had a son

called Julian . Later, John and Cymhia divorced and in Novembe r 1966

John mel ( 12 ) in an art galle ry in London.

He mer: Mahari shi Mahesh Yo gi in 1967 and started doing meditation .

In the same year, (14) died.

On March 2 0 th 1969. John an d Yoko got married and the following year John

left the Be ut te s and created ( 16) _

They had th eir first hit wi th ' Irnegine ' in 197 1.

In 1975, Joh n a nd Yoko went to ( 18) ==-__~and had a son called Sean.

John lenn on was shot o utside his home in

New York o n(20) _

QUESTIONNAIRE

(2) _

(4) _

(6) _

(8) _

(10) _

(12) ~ _

(14) _

( 16) _

(18) _

(20) _

PHOTOCOPIABLE

Teacher's Notes

IJolznLen110n Workshe<!ts • and . •

•

AaiVITYP:iirwork readi ng, Writing. )pc;aking

AIMTo write and ask quesncns 10ohtain mformunon in order 10complete a life history.

GRAMMAR AND FUNCTIONSPa.'>l simple1f1I- qeesuons

VOCABULARYlife hislol'}'

PREPARATIONMake one copy of Worksheets 2la and 2 1b for each pairofstudents in the class.

TIME501060 minutes

PROCEDURE1 Tell the snoents that they are gain!, III read some

infonnation aboutJohn termon's life. :\lake sure [hestud ents know whoJohn Le nnon was and thai he diedsome time ago. Poim OUI that there L~ some informationmL<;,..ing from rhe text tho1t you art' !(oing to give thcm.

2 Divide the students into Group Aanti Group B. Giveonecopv ot u 'orkshttl 2la 10each sttKkm in Group Aandone cop~" of \'f orksh«t 21b 10each stooenl in Group 8.

3 A5.k tM srudenl."IOwork ....-itha partner from the samegroup for the firsI pan of the acmil}' , Explainthai there

are some details missing from thcir text and thai~

should write down the questionS~ need to ask toobtain the mio;.o;ing information. All the srudents must writeme questions down in the spaces provided 00 their

worksheet.For example:

Studem A: (I) WlIffl u 'usjuhn lennon bam ?(3) What ,lid he lea", to p"~I'?

Studen t 8: (2) IH It'n' did he lit .... u';th his aunt andlmde?(4) W:hatdid ne uunt to bt'? or 1{'haJ UYlShis ambition?

W'hiJe the students are doing this, be on hand 10 answerquestions and offer help.

4 W'henthe students have finished 'wri tin g questions, askthem to work with a partner from the o ther group. StuderuAand Student Bshould now sit facing one another andlake it in turns to ask and answer que;:slions in numericalorder to find out the information mestog from their owntext . They should write the information in the blank.s on

lheir worksheet . t5 When they have finiW:d exchanging info rmation, the

pmsofsrcoems conpare tbeir cornptctcd texts, ....ttich

should be idmlic1l.

•

• IFind someone who... Reward ElementaryResource Pack

. .

)

has their bi rthday In the same

month as you

thinks Friday the 13th is

unlucky

knows the d ate of their parents '

wedding anniversary

did somethi ng interesting

yesterday eve ning

has the same favourite month

as you

can remember when they last

bought a CD or cassette

is looking fo rward to the year

2001

can tell you their brothers' and

siste rs' birthdays

can remember when they last

went to the cinema

knows how many days there

are in this month

knows the date of the next

pub lic holiday

can remember when they last

w rote a letter

PHOTOCOPIABLE

Teacher's Notes

iFindsomeone who... workSheet .

ACTIVITY\\:lllJle (:bM:\f't-a\.; inl:

AIMTo a.....k and lAsW!:f questions and ro complete a chart.

GRAMMAR AND fUNCTIONSl>J tt::'

Expree...iorlS oilimt"

VOCABULARYCeneral

PREPARAnON~l3kl: one cop~' of 1M \\nrkshcct for each Sludem in tbe class.

TIME!O 10 jO minUtes

PROCEDURE1 Gin ' one copy of the worksheet to ea ch S1udenl in !.he

cla.....s.

2 hplJ:in lhal they an: b'tJing 10 U'al\...form the statements ontbeir worksheet in to quesnore and then go round the dass

3Skin~ nne another the qU~f}on....

3 As\.; them 10 wori.: in lXIiI'S or sauDgroupsfor the firsl: panof thr Kli\'i~' and to wnre down en a sepa rate piece ofpapcr the quotion " IIK1' will need 10 ask .

4 Oln"kthe qlK"'tkJru> - mett' 1lU}' be SC'o'e=:rAI ahernatrves forone scuemera, For example', lhe question Hua somt'011e

srno has Ihrlr birthday tn 1M same month asJ'Ou couldbe a nswered byany of the foUo\\ing qoesuons:

Is) ''/Ilir birthday In Febntary?iH,t''' is ) 'OJlr bl rt lultJ)'?" ' k1t month is)'fm r birthday?

5 ~()w the students an: rr-.tdy (0 go roun d the: class asking

onc another lhc qut."SI: ions.

6 wh en ti le}' lind someo ne who answersyes 10 a question,they put tha t person's name: next to the statement in tlK

space provided. It is l'et'}' important to tell me sruoenc thar[heyo n only put the same name twice. l1lis is 10

enco urage them to speak 10 as many diffcrcnI partners aspos.,o;ihle.

7 When one'student has found a name for each of thestatements on the worksheet. stop the activiI)-·.

8 As a follow-up. ask the students 10 say w hich statement...were dtfflculr to put a name 10 and w hich were ca...)'.

PHQTQCQPIABLE

I

i

I

,i, I

'iI

I

II

~ I

Reward ElementaryResource Pack

! I

I iI

1'"

'-"'~J Ii

.1

I '

i '

,

IiI!;,, I

__ j :b- -.._d,iL",-- .--. ~J

I

---j i- - --~=~·~~=1;~~=- =

iI I

! I

IL ...

•

•

•

'reacher-s Notes

What aretheir names? workSheet.

ACTIVITYCronpwort: SPC3kinlt

AIMTo fuKl out peoptes narnn. b~' describing tht.m.

GRAMMAR AND f UNCTIO N SDc5cribing peoplePrescru comtrruore or pecm simpl eActions of the (3<."(, lun.b an..1~.

VOCABULARYhems of douun g

PREPARATION;\13kc one cop y of the worbhttt for eac h group of th ree orfour srudents in the rb$ and c u t the p ictures our a... indicated~lakt"one cop y of the worbhCC"1 for eac h studenl in the classand dOffi c u r the pcnses OUI.

TIME20 minutes

PROCEDURE1 Ask the suoems 10 work in groupsof three or four.

2 GiH~' each group 00(' copy of the 'worksheet . cut up. and3'>i:. the m to take three or four plctures each without!'hawing them to the other students in the grou p. Thc1'should p ut the remaining pictures in a pile faa: OO'W1l.

3 TeU them [0 imagine Ih.Jl loc,' know the people in theirpktures hut tha t rbe othe r Studenls in their group don't

know thcm.

4 ~w tell them that tlx.1' an: ~ng 10 (k-;cribe their friend...10the other student... in their grcup- bUI fin;( they shouldspend a few minutes inventing names for them and writingdown description...of them . Be on hand 10 answerquesuces and o rrer help for Ihis PAn. of tbe actn-ity.

5 :"klw eve one copy ol lhe intact workshttllo eachsrudml in Ihe d:t........ . TdJ than not 10 j<k nlify their 0\\-npictures of people on the worksheet yet.

6 Snxtents now take tr in tum.. 10~rihe the peo ple intheir own pictu res . without showing rhern so tha t theother students in the WOUP C"Jn idenlify them on their 0'90'11worksheet. They should begin like this:

Ihis tsKatja: She'sgot snortf a ir hair ami she'sUWlrl1lg , n

Thc other students in the jUOupshould listen 10 thecomplete description and then point to the pictu re of theperson who ms thai desc ription, If they are right , theyshould w rite the name on the picture.

7 Continue like thi s unutme stude nts have finisheddescribing their people. TIley should then invent namesfor the remaining people on the workshee t.

fOLLOW-UP1 When the sndems have finished describing and w riting

in the namesof people, Icll them that the re are slxcouples on their worksheets and th a t the)' should decidewho they are.

2 ~'hen lht" have finisht'd ded~whic h people gotogether 3S couples . ask them to com p are their co upleswith :lOOther IUOUp. TdI them that t here art no rightanswers, hut they shoukJ explain w hy they put peopletog<ther.

Reward ElementaryResource Pack

••

••You're going to ask your teacher a

question.

••

.," ..You're going to go out with someone

special tonight.

.,..You're going to dive into very cold··1water... .,"

••••You're going to drink a cup of tea.

• IWhat am Igoing to do?

0;:~=======--=="'i

se .," ..~~~~~~~~~~I.,.. ••I You're going to parachute (rom anI aeroplane.

~ .,"! ~ ~f

11_ You're going to e a t a delicious meal.

~ .,"

•

•You're going to ski down a mountain. You're going to do the washing up.

•

••.," ..

You're going to go out for a walk inthe rain.

You're going to speak in public.

••You're going to sunbathe. You're going to run a race.

••

PHOTOCQPfA Bl E

You're going to get on a bus.

You're going to fan off a ladde r.You're going to get into bed.

You're going to take a classphotograph.

•••

Teacher's Notes

IWhat am [going to do? worksheet. •ACTIVITYWhule- crass: spea~

AIMTo mime the ac tions It"adinl/; up to so rneuung you arc F-o ing rodo Tu guess w hat other members of the class arc: going to dohy watching their mime.

GRAMMAR AND FUNCTIONSGfI;" g 10 + tnrmfuve

VOCABULARYEveryday and leisure activities

PREPARATIONMake one- co p y of the worksheet and c ui it up into mime cardsas indicated .

TIME30 minu tes

* Macmillan Pub li$heri limIted \ 99 7 .

PROCEDURE1 Ask the students 10 watch vou. Choose (Jil t: uf the mime

cards and mime the actions you would du in preparationfor the action marked on the card (but nul the actionitself). Freeze JUS! before the action itself and ask rhc class

W7w l tl lll I going to do? You do not haw to he a brilliantmime artist. but it is essen uat mat you arc willing to mimeenthusiast icallyand nor be embarrassed - this will p UI thestudents at ease wh en it is their tum to do a num e.

2 Tell the students that they are going ttl lake it in turns 10do similar mimes for the rest of the stud ents to gues s. But

before they begin . d ivide the class into teams of live: ro

e ight.

3 Decide which team is going to play first and ask them 10choose a student to do the first mim e. Remind them theymust freeze just before the ac tion and say What am 1

going ta do?

4 Give the first player a mim e card and explain to the classthat, when he/she freezes, only the members of hislherteam are allowed to call out a guess at fuse Team membersshould consult before guessing. lf his!her team do notguess th e ac tion correctly. the other teams are allowed toguess. Team s score two po ints for a correct guess.

5 Continue until all the mime cards ha ve be en used . The

team with the highest score are the w inners.

OPTIONIfyou think your students may be embarrassed to mime infront of the whole class, o r if you have a ve ry large class. makeone t"UPYof the worksheet for each group o f six to eiglustudents and ask them to do me activity in their groups ,

•

41

,=-:~

- ---'

Reward ElementaryResource Pack

- --

I

fold

j

f;P~!J

, ,

-

tft, ~ ,, 'W~ I

-J•

"II,

i!I

I--I

iI! ,

• II'd like all ice cream, please

fold x~~~~~~~

« . ~ .I

~ I I

r;::~ f(~IL~ i "ifi?!;>r~

iI,

11" .. -=-~:c- :::c,-- -, ... - -

•

•

•

•PHOTOCOPIABlE

Teacher's Notes

II'd like an ice cream, please worksheet .

ACTIVITY"''hole class : speakingMill drill (Fer deuikd lnsrocuons and am"iceon using milldrill..,~ the n otes for teachers at the beginning of thegcsocrcc Pack.)

AIMTo speak to as many partners as possible. asking w hat peoplewouldlike and m aking polite reques ts.

GRAMMAR AND FUNCTIONSOtftTs.:l.Jll.I requestsK'otlkllikeA.<;king and sa~;ng how milch th lngs cost

VOCABULARYFood and drink

PREPARATION.\b J.:e OIl(' copy o f tilt' wod..'ihttt for each group of up to tenstudents. Cut the w orksheet up into cards, being careful to cu tmel fo ld :.l... indica ted. You wil l need to keep one cud foryoursdf to de m o nstrate the activi ty .

TIMEIS minu tes

PROCEDURE1 As ttus is a con uoued practice acnvuv. il i.<; esscntw lhat

the sudems are f;uniliarwith the vocahulal)' bcfon: doingthe mill drill. It is a good idea to use the pil..1UTC5 on themill drillcards to revtse or pre-teach the vocabulary thestude nts wi ll need for chis activity :

FOOII " tid drinJI Choice ofsiu,jlal'O"r, etcall tee cream slra u 'berry ' or chocolate?somef renchfM regular o r large?some u'ater or sparkling orstill?

" glass ofuatersome coffee or black or white?

a cup ofcoffeesome apple pieot u-un ovam or iceCTMm?

tl piece of apple piea burger wi thfries or salad?

a Coke regular o r large.1a sataa u'ith rm atgretteor mayonnaise?II sanaunch ( lI'ith) n -hne or broil'" bread?d stt'dk medium o r rare?

2 If ,htTC:- are m o re:than len studen ts in the class. dividethe m into groups. Give one fo lued p icture GIrd to eachstudem in the cl ass. Keep one for yourself.

3 -'lake Miree-Ach snxIcnt knows ho w to~' the foodorunnk shown in the picture on their ca rd In particular,

make !olIn: they know which article to lIS(' (a. an or some),

~ M~ (ln; lIol" Publishe rs l i,,'utl.'d ' 99 7.

4 TeUthe studen ts mat thq' arc going10ask for the food or

drink shown on their cards. Write an example dialogue OIl

the board. indic".lIing the language the srudcnts should use.

For exampleStudent A: Can J help yOll?Studenr B: I'd like an tee (TtYl"" please.Stude nt A: WouldyOll like strau'/Jt'I1J' or chocolate?Student B: C/lOa)/ate, ptease.

5 Demonsrrare the actm n.. wi th tndilitlual stude nts. usin~the card you kept for r~r:<lf. TeU the stu<.k:nL~ to holdtheir cards so tha t the PK-~ sJxrn.;ng tbe foodor drink is

facing them and the piOUR:" shoWing the choice of six.flavour. ere is fadnft their partner. A..4: St:\·eral pairs ofstudents to demonstrate the activity to th e whole class.ustng their pictures as prompts,

6 Now 3.sk thestudents to go round the class or group nukingrequestsand offering choices with as man)' differentpartoers as pu"Sibk, using their picture cards a."prompts. Inthis pan of the~', thesrudcnts rcquesl the samefoodor drink.but offerdiffem'lI.sizes, flavours, ClC.

7 when The stucJcnts have fini!'hed. ask the m to exchangecards and to go roun d the c tass or group again , this time:

holdin g their cards the othe r way round so that the pictureshowing the food or drink is facing their partner and thepicture showing me choice of size, f1a \'Ollr , ere is facingthemsebes. In this part of the ;Kthit" , the students ask fordifferent food or drin k each time Ihey c hange partner.

8 The students continue making requests and offeringchoices in this way unnl rhey have spoke n to as manydifferent partners a.~ possible.

OPTIONYoucan extend the dialORUC so IIuI the stt..KlcnlS practiseaskingand saying bow much things COSI.. Beforl:: ther stan theacmil}', ask them to write theprice of the food or drink on thepanof the card showing ue cnoice of size. flavour, etc. Youem help than to decide how much these thin~..U5ua1l)' cost .When all the students have done Ihal and you have checkedthat they have put an appropria te price on their cards, followthe procedure as above, adding the touowmg lines to the

sample dialogue:Studcm A:. Here)'Qu are,Smdent 8: lha"k )'OlL Hourmuch is tlw!?Stue.knt A:. That's f]!.JP.

,.lJtetnath 'd)'. the s odcms can practise lhis three-l.ine dWogucin a separate mill drill. Cut off the pan of the C'dn h~wing theenoree orsize, flavour. ere and lISC the ptcru res or food anddrinkas milldrill cards, Ask [he students to write the price ofthe food or drink shown on their cards on !.he blank side,Follow the procedure for;l mill drill with mtdcnts hoMing theeros with the pictures of food and drink fadn~ them and theprice tu.ing their partner for the: lint pan o f the aeti\;r)',.ancJthen hok1inJ!the card<; the other way round l ot" the second partof the aeti,i~'.

•

•

Progress check

• 11hink q!a lUord

WORD .

Somethi ng bigger _

Some th ing small er

A verb that goes with it . _

A word that comes earlier in the d iction ary _

Reward ElementaryResource Pack

A longer word beginn ing with th e same letter _

A shorte r word boginning with the sa me letter _

An ad ject ive to describe it

Th e opposi te of that ad jective

Ano ther word the adjectives go with

WORD .

Some th ing bigger

Someth ing s ma lle r

A verb that goes wi th it

A word that comes ea rlie r in the d ict ionary _

A longer word beginning with th e sa me letter

A shorte r word beginning with the sa me le ttcr

A n ad jective to descr ibe it _

T he opposit e of that adjective

Another wo rd the adjectives go wi th

PHOTOCOP1ABl E

Teacher's Notes

IThink of a word Worksheet Progress Cheek.

ACTIVITY PROCEDUREGm upwork: writing, speaking 1 Write any noun nn (he boa rd.

For example:AIM l!If!pJumr

2

umbrel laboot

To pl <lY a game by finding words in WH:n categories.

GRAMMAR AND FUNCTIONSCo mparauve forms

VOCABULARYGeneral

PREPARATIONMake one -.:tlpy of the worksheet for each group of three tofive students in the class.

TIME;~O minutes

C Macm illan Publishers lImiled 1997,

Now ask the stude nts (0 sUAAest (he fullowmg:somet hing bigger: for example, a j umbo jetsome thing smaller: for example, (J mousea verb that /o:0es with it: fo r examp le, riaea won! thai comes earlier in the dictionary: for

example, ([ol/keya longer wo rd heginn ing with the same letter; for

example. exnmtnauona shorter wo rd be ginni ng wi th thc same letter; for

example, eggan adjrctivc 10 describe it: for example. bigthe opposue of tha t adjective: smtUJanother w ord the adll't :tivcs go with: for example.

h l/lI.w!

Now ask the students (0 work in groups of thre e to liveand teUthe m that the}"arc going 10 do the same thing intheir groups.

3 Gh'e each groupa co py of the worksheet.

4 Tel l them thai )'011 are going to write a word on the beardand thai Ihey have to wri te words on one of the charts ontheir workshee t in (he spaces pr ovided, acconnug to themsrucuons. Tell them that they must do n ....s quickly a~

(X>s..,ibk and that you will stop the act ivity as soon as oneof the groups has found a w ord for each category.

5 Write a w ord on the board . 111efollow ing are someexamples of w ord!> y ClU can use:

apple lorry bouse teacher plane trainhorse banana football sandwichnewsp:lper cigarette desk bathgrape icc cream window doorguitar television bicycle chair sweater

mountain piano wa llet pos tcardhamburger stamp suitcase

6 A."t soon """i one group ftrushes. stop the activity.

1 Check the answers. Each group gets one poiOl for a w ord

which i.Ii correct and different fm m the: other grou ps'words for that ca tegory.

8 The group with the highest score Lo; the w inner,

9 Play as many rounds of the game as you like , usin~ adifferent won! each time and providing more roptes of the

chan ifncecssary.

OPTIONTo make the activ ity easier, allow the students to use adu'tlnnary,

_---_'X_---__---__---=-_•

•

•

e lSnapt

abottle of

a box of

a pair of

a bottle of

a box of

a pair of

a packet of

a bar of

a bunch of

a packet of

a bar of

a bunch of

Reward ElementaryResource Pack

C M " cmi llan Publishl"fSUmited 1991PHOT OCOPIABLE

'teacher's Notes

ISnap.' workSheet .

ACTIVITYPairwork : rca\.! i n~ ~ing

AIMTo play a ga me o f Sil l/II! by making co rrect collocation ....

GRA MMAR AND FUNCTIONSColkx;;I(KJn

VOCABULARYuems of shop p ing

PREPARATIONMake IWo cop ies (l( thework !>bc:et fo r C\'cl)- two or threestudents in the c rassand CUt the cards out 2Sindicnro.

TIME10 to 15 minutes

HOW TO PLAY THE GAME

1 Pbyc..T A shuffles the cards and deals them all out equally toall the players .

2 Players must hold their cards in a p ile face down so thatthey (";II1"t se e them.

3 Playcr A p uts thei r top CU'd face u p on the table ,

4 Pb ylT IS puts theirlOp card face up on top of Ptayer A'Su n!

5 If the 1\\'O cards go together. th e first player to shout Snap'!pil-k."i up all the cards. For examp le , if om: card has the

PRO CEDURE1 TC'U the students that I~' are goin~ 10 pb)' .3. card game

called Snap.'

2 Ask (he- stude nts ro work in pairs or groups of three am!explain how (0 ptay the game ~ing the instructionsbe low _

3 lbe suoenrsare~. to pby the game. \1:'hile thf1'are

playing. go round 10 each group and check tht1' are

playing correcuv.

w ords a botrlf' ofand the other card has a picture of :llbo ule of wine or a bottle of perfume, the y go together.

6 Uthe rwo cards do nut go toge the r, the n ext player pu ts ;1

card face up on top of the pile.

7 Players continue putting down ants and shouting S'Ulp.'when two cards go together until the)' have used all tbeir

co""8 The player wi th [he most cards at the e nd of the game is

the winner.

•

•

•

«

e ILost andfound. )\'

I r:==~=. ~~- -="""""""9

•

•

17-I

<C M" cm,lIiln Publ ,~hlfl llffiited 1997

Reward ElementaryResource Pack,

I

~: -

,

II

~l

PHOTOCQPIABlE

•

•

•

•

ILast anc/follnd

~i

Reward ElementaryResource Pack

PHOTOCOPIABl E

Teacher"s Notes

ILost a ndfoll nd Worksheets

NOTE: Use W orksheE'tsl7a and 27 b fo r this activity.

. and. •ACTIVITYCroupwork : sPC'J.kinl:

AIMTo find lost o bject! br lbc.:riliing them.

GRAMMAR AND FUNCTIO NSDescribing o b jects

VOCABULARYAdjecti\ocs to cresceteobj«"ts~l3.teri3.Lo;

PREPARATIONMake one cop y ofWorlt\hcelS 273 and 27b for each WUUP ofthree 10 five s tudent\. OJI Ihcm u p imo cards as indicated.~1J.ke one copy of\\'oOOheel 273 for eacf group and do notCUi it up .

TIME10 minutes

PROCEDURE1 Tdllhe sru denrstha you lost an ob ject )"CStcrday. for

example a bag. Elicit the q uestion ,nUll 's it /ike?anddescribe It .For exam p le:

It's sm a ll and madeof leather:

2 Now tell the s t lldml~ that they are gOinst to play a game b)"descrthing objects they have lost, using pictures asprompts.

HOW TO PlAY TIlE GAME

1 Each pla yer takes sixrards . They must not show theircards to the Other players , Leave the rest of the cards in 3.

pile. face down.

2 Ifa player has got two identical p icture cards, one withLO~I and o n e withFOUf\oTI m arked on it. he/she putsthem back 10 tbe booom o f t he pile and takes two newcares.

3 Player Achooses oorof hiS/hcr cardsand tells the rest oflhc group. withotl shoWing hislher cud. that he/she iuseither lost o r found meobiecr on the card. Forexample, ifthe can! has S!;ot 3.picture o f a scarfand the word lOST

marked on it , Studm A says }esr~' I lost a sazrf. IT eecard has got a picnn: of a scarf and the wordRlli!'iDmarked on it. P1aytt Asars Y estnda).'l!ofmd a scarf.

4 The: srudrnl on~A's left (Ptayer B) then.Jl5k.s Paver A10 describe me objrct, hy say~ If''hars il like? •

3 A..J.: rbe students to work in groups of tM'Cto fu·c.

4 Oiveone co p}" of the intact \\'orbht'et 17a fO each groupand .JI IkJWthe srudeus a few minutes colook at it. Point

out th:u there are three different ve rsions of each object,

for example a square, silk scarf. a short wool scarfand along woo l scarf Yuu might wan! to elicit from the~udems words the,' could use to des<.nlx the adlerobl«1:S.Fur example;

watch: ltl'gf!/smalJ. "lIIud/squarejackel or coat: shor1/long. {made oj) lrolher/lluolbag: smail/UJrge. (made oj) leather/pkuticaddr't-!.s book longlsqtw T"P. thill/thick. (made oj)

leat/wr/plasticpurse: smallllarge. romui/rtUtmglllar!long. (made

oJ) Jeathl!r/phutic

5 Now give one COP)' of Worksheets r.'a and 27b cut up intocards to eacngroup. Explain mil for C\"f:ry picture cardwi th lOST marked on tr there is an ldenncatcard withFOUI\TI markedon n. Make sure the sruderns understandthe meaning ofW~T andFOUND.

6 Now a...k each group of students to shuffle their I1)SfandRJUNIl cards together. E.'lp lain ho w 10 playthegameusing the instfUl.:t ioos below.

7 The sruder us are ready to play [he game . While they an:pb ying. go round to each group and check they arepbying correctl y.

5 Player A describes the object and the o ther players inthe group ded lok whether Ihey have g ot a picture cardsnowing the same object, If the descri p tion does not

match another player's picture card . P layer A picks upa card from the top of the pile and it is Player B's turn10 play.

Ifanuther p~tt thinkshc:Ishc has goCa card showingthe same objo:t, he/she gives the: cud to Player A anda...ksIs this it? If the ob;ects are the same. P1a~tt ApUlSthe two idemicaJ pictl.In= cards back to the bottom of thepile. If the objects arenot identic2l. riayen A and B bothpick up a card hum the top of the pile and it is Player B's

tum ro ptay.

6 Tht game COl11U\UCS until the firsl: playe r ius got rid of all

hisIber cards.Thispbyrr is the winner .

•

•

•O IOuchl Reward Elementary

Resource Pack

•

•

t

. ,. _.. -

",

IICOMP LAINT 'I, ' COMPLAINT,

IADVICEI

I ,I feel ,

: i

, II',

- , - ' I,

• . - ·-- nCOMPLAINT I COMPLAINT

IADVICE

II feel ,I ,

,I

i-~ - , ,

- ..~

COMP LAINTI

COMPLAINT ADVICEI

I feeli .

l-~

COMPLAINT COMPLAINT r ~VICEMy hurts ,

,I

.. -..

1..

COMP LAINT COMPLAINT ADVICE

My hurts

.. ....

COMPLAlNT COMPLAINT ADVICE

My hurts

,. ,

COMP LAINT COMPLAINT ADVICE,

I've got

.... - - _.-

COMPLAINT COMPLAINT ADVICE

I've got

,

COMPLAINT COMPLAINT ADVICE

i I've got , ,I ,

l!. ,

CI M.IC"lI11an~ Limrtl!'d 1997 .PHOTOCOPIABlE

Teacher"s Notes

IQuch .! workSheet .

ACTIVITYPairwork, gmupworl::wnnng, speaking

AIMTo write complain~ Jh()Ul hca.lth and corresponding adviCe.To playa ga me by ITUtcruJlP: advice 10rompiainlS.

GRAMMAR AND FUNCTIONSA3king and sarin~ 00...~'ou fed:

If"" -­,IJ,f _ hurts!'If!got ..,

S~mp3thisin~ and J'ti"ing advice: slumJd.s/ulIIld,, ',

VOCABULARYAdjn"tin~s 10 d e;criht: how )"0\1 IeelNouns for illnc"",'ie!i

PREPARATION"'bke one: copy 0 1' thewortshe-e t for each pair of seudems inthe class but d o rax OJ[ it up yet . You "ill need to providescissors fo r eac h group of fou r stude nts.

TIME?t(1minutes

PROCEDURE1 Write the foll owing inco m plete se ntences on the board

and ask the students 10 suggest different ways ofcompletin g them:

I feel ..,

" ~J' '' ' hurtsI've got n.

HOWTO PLAY TIlE GAME

1 Each player takes four comp laint c-AI1.b and two advicecards .

2 Player A PUls down a card showing the~ half of acomplain t.

3 PUl er H m USI complete the complain!correctly using oneof his,'he r cards

4 P1a~rC p UlSdO\\'O a card s howing a pece of amice forthe comp laint.lfil: iscorrect. he/~ keeps the three cardsand puts d own the first half of a. new complaint.

2 xow ask the students 10 work in pars.

3 Give one copv of the workshee t to each pair o f studentsand ask them 10 complete the hea lth comptauns on theirworksbeee by writing in the spaces pro\·il.hI. Theyshouldnot complete the advice rolwnn ~n. Beon hand (0 answerquestions and offer help for this pano fthc :acti\i~· .

4 wh en the srocems have oooe that. a.~k them 10 work withallOl:hcr pair of studenls and 10 e:<changl' their \\orksheetwith them.

5 Now pairs ol srodcrus !JlouJd read the compbints on theirnew wo rk."ohcct. andwri te a rt'1("\-;lnl piece of advice, usingshould or shouul1," , foreach complaint in Ute spaces

provided on the worksheec

6 wh en Ute snoems have done tha t, a....k them to stay in~ps of four for the rest of the aet hit}·. Ask each pair toCUI their workshm up as indicated. keeping the 3<hicec lnis separate fnxn the complaint ca rds . Thel'shoukl lhcncombme complaint cards and am'ice cards in their groups.(There ~ilI be two conpaeu cards for Clef)' advice Gird}

7 Ask them 10shuttle the complaint card'i and the advicecards and put them in (\1,·0 separate p iles on the table.

S Explain how to play lL'iin~ the instruct io ns below .

9 Now the !>llKk nts are ready to play the game. Wbile theyare playing. go roun d to each wu up and check they areplalin~ correcuy .

5 Ifa player cannot put down a correc t card. helshe picksone up from the appropriate pile on the table and the next

player putsdown acard.

6 When all the cards arc finished, the p layer with me most

canJs is th e winner.

•

•

•

TEAM A

€lQ: The Pacifi c Ocean is bigger than the continent ofAsia. True or fa lse?

A: True. The Paci fic is th ree limes bigger than Asia .Jil l

Q: The largest active volcano on earth is in Hawaii.

Q: A J u mbo jet flies higher than Concorde . True or True or false?

false? A: True. Mauna Loa. in Hawaii. is 4 168 m high.

A: False. A Jumbo jet flie s up 10 12 km high andQ: The oldest cou ntry in the world is Egypt. True orConcorde flies up to 18 km high.

fa lse?

Q: Which mountain is higher: MOUn! Kilim anj aro in A: Fa lse. Inm has been an independent country sinceAfrica or Mont Blanc in France? the 6th century BC.

A: Mount Kilimanjaro is 5895 m high. Mont BlancQ: The highest capi tal city in the world is La Paz inis 4 81 0 m high.

Bolivia. Tr ue or false?

Q: Wh ic h is the largest desert in the world: is it the A: True. It is 3625 m high in the Andes.Sa hara of North Africa . the desert of Patagonia inSo u th America or the G obi desert of Ce ntral Q: The largest wheatfield in the world is as big asAs ia? 2000 football pitches . Tr ue or false?

A: T he Sahara covers 8 400000 sq krn. the desert of A: False. The largest wheatfie ld is in Canada and isPata gonia covers 670 (X)() sq km and the Gobi as big as 20000 football pitches.de sert. 1040000 sq km .

Q : Green land is the largest island in the world. TrueQ: There are more sheep in Australia than people. o r false?

True or false ? A: True. It is nearly 10 times larger than Britain.A: True.

Q: The ta llest tree on earth is tall er than the Sta tue ofQ: W h ic h mountain range is older: the Urals in Liberty in New York. True o r false?

Russ ia or the Highland s of Scotland? A: True. The tallest tree. the g iant redwood. is 11 2 mA: T he Highlands are 400 million years o ld. the high and the Statue of Liberty is 93 m high .

Urals are 250 million years old.Q: Which city has the longest un derground : New

Q: The most expensive land in the world is in the York. Tokyo or London?ce n tre of Hong Kong. True or fa lse? A: Londo n has 400 km of undeTground.

A: Tr-ue, It cos ts $180 000 per sq metre to rent.Q: Where is the largest hotel in the world: is it in

Q: The shortest sched uled flight in the world lasts New York. Moscow or Syd ney?nine and a half minute s. True or false? A: U's in Moscow. The Hote l Rossiya has 3200

A: False. The shonesr sc heduled flight (in Scotland) rooms.lasts two minutes .

Q; Toe nails grow faster than finger nails. True orQ: Death Valley in North America is the driest place fa lse?

in the world. True or Ia lse? A: Fa lse. Finger nai ls grow Fas te r than toe nai ls.A: False. Death Valley is the driest place in North

America. but the Ataca ma in northern Chile is the Q: The wettest place in the wo rld is Liverpool.d ri e st place on Eart h. England. True or false ?

Q: The tallest iceberg above water was as tall as theA: Fa lse. Mount Wai- tale- ta le in Hawaii is the

wettest place - it rains 335 days a year.Eiffe l Tower. Pari s. True or false?

A: False. It was half as tall as the Eiffel Tower.

•

•

•

•

o IWorld quiz

ClMac m,ll"n Publ,she..s IJm'ted 19 9 7.

Reward ElementaryResource Pack.

PHOTOCOPIABLE

PHOTOCOPIABl E

Reward ElementaryResource Pack:

Ma<m dla" Pubhlher1 l,m'ted 19 9 1.

• IWorld quiz

TEAM B t -""Q: Concorde f lies fas ter than the speed of light. True.~~A"or fa lse?

A: Fa lse. Concorde flies faster than the speed of..,

sound. Q : There are more cats in the USA than sheep inAustralia. True or false?

Q: Which is harder: quartz or diamond? A: Fa lse, but there are more ca ts in the USA than

A: Diamond is (he harde st mineral on Ea rth. people in Australia.

Q: Which is the longest m ountain range: me Q: Penguins can swim faster than humans. True or

Himalayas of Asia o r the Andes of South false?

America? A: True. They can swim four limes faster than

A: T he Andes are 7243 km long. the Himalayas are humans.

3860 km long.Q: Sunflowers can grow as tall as giraffes . True or

Q: Which waterfall is higher: the Angel Falls in false?

Venezuela or the Tugel a Falls in South Africa? A: Tru e.

A: T he Angel Fatts are 9 79 m high. The TugelaQ: The tallest statue in the world is the Statue ofFalls are 948 m high.

Liberty in New York. Tr ue or false?

Q: The worst place for earthquakes is Japan. TnIC or A: False. The tallest statue is the Buddha in Tokyo.fa lse? Japan. and it is 120 m high. T he Statue of Liberty

A: False. China has the worst record for earthquake is 93 m high.

deaths. In 1976. a n earthquake killed 750 000Q: The largest animal is the African elephant. Truepeople.

or fa lse?

Q: The smallest country in theworld is Monaco. A: False. The largest animal is the blue whale.True or false?

A: False. The smallest co untry is the Vatican City. 0 : The biggest bird is the ostrich. True or fa lse?

A: True.Q: Which city has the lo ngest fu ll name: Beij ing.

Cardiff or Bangkok? Q: The largest lived-in palace in the world is

A: Bangkok. Its full name has 167 lelters. Buckingham Palace in London. True or false?

Q: The widest road in the worldis in Brazil. True orA: False. The palace of the Su lt an of Brunei has

1788 rooms and 257 toilets.false?

A: True, It is the Monumental Axis in Brasilia and it Q: Bombay in India is wetter than Rome in Italy.

is 250 m wide. True or false?

Q: Where is the largest art gallery in the world: is itA: True. In an average year. m o re rain falls in

Bombay than in Rome.in Italy. Spain or Ru ss ia?

A: Russia (the Winter Pal ace in St Petersburg). Q: The longest alphabet in the w orld has 74 letters.True or false?

Q: Where is the smalles t professional theatre in the A: Tru e. It is used in Cambod ia.world: is it in Lisbon . Hamburg or Reykjavik?

A: H amburg. The Picco lo holdsonly 30 people.

Q: There are more ca ttle in NewZealand thanpeople. True or fa lse?

A: True.

e

•

•

•

•

Teacher's Notes

i World quiz worksheets . and .

NOTE: use vvcrksteers 29a and 29b for ttusact ivi ty.

ACTIVITYGroupwork : spe:tkir'!t

AIMTo play :l ga m e of noughrs and crosses by choosing the correctanswers to QU C'Stions 2bout world facts.

GRAMMAR AND FUNCTIONSCompcauve and supcrb.ti\"t forms of short adjectives

VOCABULARYWorld bets

PREPARATION~aJ.:e one copy o f Worbhetts 29aand 29bforeach group offour to six stud ents in theclass.

TIME30 minutes

:c M~.rlan Pubrishen Umoted 1997.

PROCEDURE, DraW:I nou!dtL~ and crosses grid on rheboard andask 3;

sruderaro come 10 the board 10 piotr a game wnh you .

2 when one of you has got a line of noughts or~""O.

ex plain to the studeots thai theY:l.re going to play the samegame. bur lhal rhe)' can only pur :I. nought or cross on thegrid if thq' answer a question COITC'ctly.

3 Aq; 11K' foI udeol'i 10work in groups of four or six and10divide their 91QUps, into two toms, Tearn AandTeamB.

4 we one co~' ofTe21I1 Aquestions to each Tom Aandacopy of Team Bqurstions to each Team B.

5 Each grou p draws a noughts and crosses grid ona piece ofpaperand then deckb w hich team is going to be noughESand which is going to be crosses.

6 A member oCTam A rt:Ids out a ques tion from theirqUCS!ion sheet to To m B. lfTom Bgh"t the correctanswer. th ey choose: a square on the grid andput a nough tor a cross in it, It is now Team B's tum to read OUl aquestion from their question sheer for Team A 10 answer.

7 Continue like this, w ith reams takingit in turns to askandanswer questions, unlilORe learngets a line of noughts orcrosses. They score one pcint for getting a line.

S Play the game agotin until all the questions have beenanswered The team with the highest score is the winner.

•

• IHnd the person with the most. . .

~

RewardElementaryRE"SOUrce Pack

Who lives in themost beautif ulplace?

FIND OUT

Who plays th emost dangeroussport?

FIND OUT

~;======~~=====~.

•

•

- - _. -

Who has the mostinterestingambition?

FIND OUT

Who had thehealthiestbreakfast thismorning?

FIND OUT

Who has the bestsinging voice?

FIND OUT

Who had th ebusiest weekend?

FIND OUT

Who has t hesmallest pet?

FIND OUT

Who has th e mostt iring lifestyle?

FIND OUT

;=:::::====~..,~. =====~

•tI Macmilla n Publl~heu li mited 19 91 .

Who has t heoldestgrandparent?

FIND OUT

Who has th e mostexpensive hobby?

FIND OUT

Who has theyoungest brothero r sister?

FIND OUT

Who has thelo ngest journeyt o work/school?

FIND OUT

PHOTOCOPIABlE

Iearher's Notes

IFind the person with the most.: workSheet.

ACTIVITYWhole c1A~: spcakin~

AIMTu find (JUI information ,thOUI members of the crass by askingand answering que stions,

GRAMMAR A ND FU NCTIONSCOnlp;tr.llive and supemnve fonm ofshort and longerJJjccti \'eS

VOCABULARYMjlxti\'eS10 describe people, evnyda~· ;If,:tivitfcs and~3(,:tivitits

PREPARATION~:Ike one copy of the worksheet for each group of up to 12students. CUI the c ards OUI as ind icated.

TIME15 fa 10 minutes

o M ..cm ,ll<lo Publisher~ L mlt fd 1997.

PROCEDURE1 If then: arc more than 12 Sludcnl"i in me class. d ivide them

imo 1U01ips. Give one card 10each « udem in the class.

2 Tellthe students thar thev are responsible for finding theanswer to the question on their own cardby speaking toeverybody in the class or grou p. .\fake sure each studentknows how 10 ask their quest ion corr«1lr andgive themsome time 10 Ihink abo ut the question... I!lq· need to a..4i.For example:On the card: If 'ho lil'eSin the most beauttfutpklce? Fi"d

Dill.

Question..: If'heredo } 'OU lit'f!? Wlulf 'S it like?

3 Now ask the suoems 10go round me class or group 3.~kin~

and answering questions. TeUthe m thai ther can makenord on the back of their card if ne<.-cssal'y.

4 When Lhe}'have finished, they should sit down with rwoor three studen ts from the same group. discuss theinformation they have gathered and come to a gro updecision about the answers to the questions (m their cards.At this stage . encourage them to usc the language ofcomparison.fer example:

Snxjent A I think basketbaU is more dangerous than

suof,nming.SNden t 8: If'eU, I can 't slIofm. so I think sunm ming is

more dangerous than baSketball!

5 When theyhave tirushed, UK., .should te ll the resr of theclass the answers to the questions on their cards.

FOllOW-UPAsk the students to stay in their groups and [() write theinfomution the)' have gathered on a pos te r to be displayed inthe classroo m.Forexam ple:

In ourgmup ...He1bte fit'eS in 1M most bMutijulp«u'.She lir>es in

Paris.SlefmlO ploys the mast dangerous sport. Heplays

rugby.Milti N IS the most interesting am b i fiml She wants to

be the first woma n on the m oon.

•

•

•

• lGuess theplace Reward ElementaryResource Pack

•

•CiMa<millan Pubh"ht"l Limited 199 7 PHOTOCOPIABl E

Teacher's Notes

IGuess theplace workSheet.

ACTIVITYWhole class: w riting, speaking

AIMTo write dow n wha t yuu can and can 't do in places and toguess what the places are by reading the rules.

GRAMMAR AND FUNCTIONSMilS! , must n't

VOCABULARYGeneral

PREPARATIONMake one copy or the worksh eet for each group or up to tenstudents. Cut the cards out as indicated.

TIME20minutes

(Cl Ma<;m llian Publishers li mIted 1991.

PROCEDURE1 Think or a place where customs and rules must be

followed and wri te some example sentences o n the boardwithout men tioning the place you have in mind,For exam ple:

You mustn't ride a bicycle.You mustn't stop.Yo" mustn't faU asleep.YOII mustn 't arite faster than tile limit.In some countries you m ustpay,

Ask the students to guess w ha t the place is, (A motorway.)

2 Tell them that they are go ing to w rite similar sentencesabout other places,

3 If there are more than ten students in the class, dividethem into groups. Gh'e one c ard to each student in theclass. Tell the students not to show their own p icture to

the other students in their group.

4 Ask the studen ts to write sentences about the place 00their own card on the back of the card. The sentencesshould begin You musr or You mustn't. Whilc they arcdoing this, be on hand to answer questions and offer help.

S When they have done this, as k them to go round the classor group, working with as m any different partners asposs ible. They should take it in turns to read out theirsentences to one another, making sure that their picture ishidden , and to guess their partner's place . When they haveguessed correctly, they should change partner ,

6 The students conti nue until [hey have worked whh asmany different partners as possible,

•

•

f

•

,

,

• IHa veyou ever...?

I*

Reward ElementaryResource Pack

PHOTOCOPIABLE

Teacher's Notes

IHave you ever.. .? workSheet. «ACTIVITYGroupwork : writing,~.ddng

AIMTo pb}' a K'UlJe by a..oJtinJ;and answcrtng quest ions aboutexpenerces.

For example:~1Jen did you lose them?~'"m' l he)' car key sor ho use kt:J'S?Did)'Ol'find them again?

5 gepea procedure points 3 and 4 using one of Team a'sverts.

driveO [ buy

haYe

6 Givt' the fol\ol'oing lisrof verbs 10 eachT~ A:b;e go drink live \i5i1 pia}'

meet li5ten to wrne go ride

sec read make watc h find

GRAMMAR AND FUNCTIONSPresent perfect to ulk abo ut experiencesP:N !iimpk 10 U1kIDt)lJ( a d dinitr time in the paq

VOCABULARYJ>.ol.... pan Jcipks of l't'gutlr and im=guIar verbs

PREPARATION~Wce one COP}' of UK' game=: board for <=very six students in thectass. Provide dice and cocnrcrs for n cb group .

TIMEI how-

PROCEDURE1 Ask the .'i1Udm15 to work in groups of six and to divide

their- groups into two tC'AnJS. Team A andTeam B.

2 Tell them that the)' arc going to p by a game but thatbefore they do, you are 80ing 10 giveeach team a Ibl ofverb.'> and Iht'}' art' going to prepan= 5OIJlt: questions using

these verbs.

3 Write an example qucsno n on th e board, using Hm lf! youeter,For example:

lose:Hm~y Oll r!1 '{.,. losl ) 'I'm r kf!)!s?

4 Ask students the example q uesuon and ifa studentanswers Yes, 1hal¥! , ask for additional information.

Gfve the following Ii5tof verbs to each Team B:see cook eat fin d read go buywin give bll break visiI drink watchbear tr.lvd fed send wmc lose

7 Now [cU!he ~udems lhat IJK.-y are going [ 0 write aquestion beginningHa,_'f'you eoer andan additionalquestion In the ~mple past for each of tile verbs on theirlist. Tc:U them to choose one member of the team to writedown the quesjcos.

A]tem:lthd y, ifyou wanted to speed up this pan of th eactivity, [he three students in each [am could d lvide theverbs out between them and wrne thesentencesIndhiduaUy.

Wbile the students art: doing this, be on hand to answerqu estions and offer help.

S Whm !hey have done that , WVc one I..'Opy of the worksheetto each group of students and exp lain how to play th egame using the instructions below .

9 The stude nts are now ready to play the game. While therare playing, go round to eac h group and chec k tb ey areplaying co rrectly. •

HOW TO PlAY THE GAME

1 Put the gameboard In [he midd le of the tabk.

2 F.ach teamplaces their co unter o n thesquares markedSTART,

3 Player I Irorn Team A throws the dice and moves thecounter along the boardaceordinKto me number on the

dice.

4 U!he counter lands on:l sqlUll: with a number only, Pl:Iyer

I from Tarn B throws thedice.

5 If Team a's co umer landson a sqlW"(' with a verb, Pb}Tf I

from Team Breads OUI thequest ion thC}' han' preparedusing thai verb. Pb}'tT1 from Team A miN answer )'es, Jbure, whctherthisi~~orblse. Pla} 'Cf I fromTe:am Rthen a..J,;$ the question n:quiJing further infonwtion. P'la}·er

I from Team Aglvesa true answer [0 the question ifbe/she has bad theexpeneoce or Invents an answer ifbcishe has not had the ex perience. Tram B then guesswhether the answer Is true or false .

6 U they guess correctly, it L"iTeam B's rum [0 thro w the diceand move their counter along the board.

7 If they do not guess correcttv, Team Aem throw m e diceand move their counter apin . Playen must promise [ 0 be:~ and IlOI cheat!

8 The game con tinuo with p layers from escb [em! taking i[in rums to ask andanswer questions until the firSI teamreKhcs!he squarenutl:n1 FlN15H. This team is the winner .

•

• IPwposeful activities

xReward Elementary

Resource P';KK

I Find Dul. I nnd out. I

I nnd out. I

What dopeople do toimp rove theirEnglish?

W1Ulf d opeople do /ukeep fit '

I Find out.

If'lta / dopeople do 10get rid oJ aheadache?

wnat dopeople i/o 10

relax?

If''here dopeoptego toha lie a goo dnight o ut?

I Find DUI.

Where dopeople go /0

ea t a deliciousm eal?

I nnd out.

Wh ere doprop /ego tobuy clothes?

What dopeop le do 10help theenviro nment?

I Find DUI. I Find Dul. I,

\Vllat do What dopeople do to people do tocelebrate rememberbi rthdays? th ings?

I Find Dul. I Find Dul.

f;' Macm,llan P",bl ,.twon I.JlfIitro 1991, PHOTOCOP1ABlE

Teacher's Notes

IPurposeful activities worksheet. •ACTIVITYWholeclass: speaking

AIMTo findOUl infonnation abo u t pe ople byasking and answeringquestions.

GRAMMAR AND FUNCTIONSInfinitive of purpose

VOCABULARYRoutine activities

PREPARATIONM:l.ke one copy of the worksheet for each group of up 10tenstuden ts. Cut the OM out as Indicated.

TIME15 to 20 minutes

e. M~,m i ll~ n Publi~hl" ~ Limited 1997.

PROCEDURE1 u there are more thanlen students in the class, divide them

uno groups.Giveone card to each student in the class.

2 Tell the: students that they are responsible for finding the:answer to thequestionon their own card by speaking toeverybody in their group. Make sure the students knowhow to formulate the questio n correctly.For example:

Student A: What do you do to relax?Student B: [ listen to classical m usic.

What do you do to keepJit?Student A: J walk to work every' day.

3 Now ask the students 10go round the classor group askingand answering questions. TeUthem thai they may need tomake notes on a separate piece of paper.

4 When they have spoken to everybody in the class orgroup, they should take it in rurns 10report back to theclassor group on the Informanon they have found out.

FOLLOW-UPAsk the students to work with one or two ot her students intheir group and 10 write the infonnation they have gatheredon a poster to be displayed in the classroom.For example;

Sereratpeople in the class wa tch teletision to reta:....Polx:hai paints, Marie-Louise listens to classical musk

and Yuko doesyoga.Salmina, Mik i and Carlos go to tile gy m to keep fit.Bruno and Ahmed p lay football, and Eli! walks to

work ellery day.

e ll do it lnyway Reward ElementaryResource Pack

I cook...

I d rive. . .

PH OTQCQPIABlE

I swim .••

I run . ..

I speak English ...

I leave work/school. . .

I make friends. ..

I work ...

On the phone, I sp eak...

I make decisio ns...

I sleep ."

I eat...

I go to work/school...

I spend money...

I dance .. .

I speak my ow n langu age...

I study...

I w rite .. .

I learn languages.. .

I draw. ..

I ta ke exams...

I dress...

I get o ut of bed ...

I do my homewo rk...

I do the ho usew ork. ..

I p lay tennis.. .

I laugh ...

I type.. .

~ ~ I read novels...

r:~S I wa lk .. .I .~. 'f.~ _\~ I I gree t my teacher ...

Teacher's Notes

IIdo it my way

ACTIVITYPairwork: writing.. speaking

workSheet.

PROCEDURE1 Give one copy of the worksheet to each srucem in the

cla.~s.

AIMTo Ialk about the W3y )It"ople do C\'C!1'wyactiritics and(0guess what the :M:tivitiCS ;l~ .

GRAMMAR AND FU N CTIONS

.""-VOCABULARYAdverbsEV01'dayacti\ities

PREPARATION.\lakt' OIl('.' copyof ue work.shect for each srcocnt in the class.

TIME20 minutes

2 Ask them to cIlOOSt' ten incomplete sentences from theirworksheet and to complete them in~' way true forthemselves by~ an ap prop nare advt'rb.Por example:

I sing badly.I read ,tot.m sJou'iy,IMt t't'P)' qUickly.

They mus usc adiffm:nt ad v erb for t'2Ch activity.

Brainstormw'Cfbs before the studerus SUrt the activity ifocco.'W)'. 1bcy should not let the otherstudents St'C whatthey arewriting.

3 What thq. have finOOed. teU the srudentsthat }'Ou aregoing to ten them how ),ou do somethingand they mU51guess which of tbeactivities o n their worksh eet. you arercfmingto ,Forexample:

It's something I do WE'll ( speak English)I rs smm,>thing I do tou a ty: (laugh)

4 Now a..sk the succus to work in pairs and tell them tharthey are guing to take it in rums to lell thdr partner bowtheydo an acthity and to gu ess what their partner'sact ivities art' . lheyshould read th em out in the same wayas in the example above.

5 Stude nts can have five tries a t guessing each activity. Theycan score 5 points for guess ing th e first time, 4 points forguessing the seco nd lime , 3 point.s for the third ume. n coHa student hasn't guessed after five tries. their p artner score;5 points.

6 The stude nt wnh the highcst score is the winner.

•t"royr~~~ t.neC K

• IFind the mistake

STUDENT A

Reward ElementaryResource Pack

•

•

•

~~~~kOIt,"erLa.,n",duWlJl.j·!""d""",<f.r.l"'"L. _

_2-..fnjliih_i'..5p""ki~ by Jf, minion peaple in 1h. kI,dJ_. _~_9LhJvHk..~¥--bUf. atJJ:l..jUnly btl'Spveminutes WfJV 1Uue...xery negr -the~re

4 1 t hplay...{aD/tall but l ye becken my I.~ !a r C<2Jil..d, a"f <pod at the ",,_t5 I ca~I1s.Wt'r/ht tdephone. becau(e Tmw~ ..ic_. _

6 •LetsbavL/i~c-J.lJlin'-''''''er<:..·------------------I We can't mAke chips 6u.aUft we h44/(A't ~DLAn!-P~~wlo"'e"-'-' _

7 'Wb,ot Joe> r~.LbraQJt.uh."'r'_"'I,"'."<..l1li"ke"_?_' _•His .t, U with cw!)J"I,"'.J!!!...Lb...alliC_' _

8 Did r~l!...Wrct. coy p",t"",ir ",No yau were ,. h.IiJa!J.r'-'?~ -=- _9 He~f--WLarsjean s but !>Jar he'! W<an'''j ~s~.9oi09 [II(' yointervi"".

10 ' Does she IiVeYt1"'·/I,'::"he"'r--1{'ata!'lm"'ily'(...?'--· ___'llf'{w!x Ii~, i. a Oa"..:t,---"b~r-,~",er,--"a",,,,,,,n_: _l.L.My_~w car ir m~st than my "ti ane, but it's abD...mDre -'e"){'fP"'e'lln"si:llve~ _1LYo1LJ!I~pbDoe me at work - trrf b.JI..da'eesstOLI·t'-JILik..e'-"'L't _13 1 oeYeLWeot to America. but [wuu/d IJ<.e 10 9rJher~''''''''<L.- _14Jm-9oi~.JiJt~4 Grr sir monfi" tr. k. rtt..5p"'IlnllL·rh!1.o..... _

STUDENT B

1 7h~~""_i"-Lt70uI<u<gMYaJnd she~ a~'l:r.~ __2 £"iu1!L ;up~lrca 6V 350 mi/Jiqn ,p~<...ia....t:M..d_, _

....;LLf"-'a_WUTJr...1>V..il= ·~....,...mitJ.<d.s..!l«.,..,.l../j,ytUl!uv_a'ar ofth"-"#,,,,,_

..A-Ll.iIre...pl"'.liftg-/=thaiU ud lite },rokm..m.v le9 sa I = '/~ $pOri Pi /be mometJt_ _5 I , ,,,,'I atU~be tokpMne be~s!Lm.y..iw,,";'-, _

-2......'Let's...Aave..lUL..~s.../k..dinn""er:c..'--------------_~.iJ)Lq:zA:Lm..a;",-~},~-.e...JJle..JJgvea·t 'lo~e. patato«.~· _..J....:.....lJJ..Aat....do~L~brpl!w (~,~.'_' _

'N. ' j all.... witLcwut....Jlimd.Jch"'4lI£'r_.. _

~'Did-V'!JL4l&e_ AAy-P~s1car"" wh..<!1....II""U <lJ1a1 an_;'~..<.> _

...'L.....l{e_~_"'~_"'.ar0gieatU ku.LkJa,/"" ",,,,ml...4 su4..~e he~1-I''''ajcb intervi=~

10 ' 'Dae._4he_~,!Jdi!I....!Je~:....?_· __ _'{fa. ~ @9'...in.a/'l"'----OV h''''e''cs'''eif,<p...· _11 !!Jv neUJ_~g.r i4 !-4Jter Ih~ old one. IUd its 4.0 mO(~ ex~_-'l!il.le:..... _

12 'Iuv.P'WslI!'Uo..1...eUp.~ me at_W<7('Ir. ... ~ bass 4...n·t w.~.~it"". _13 rue n'!UV....P....." to Amerira......Pu..tJ_~d liJ<e......1IJ... j!2 there .a=z,~. _

14 I'm g~to-',jpe inJJ..",qdcna I'd(' s;",,--mo=t..l,4--k ~arn_Sf"'JJislz,~, _

PHQTOCOPIABl[

Teacher's Notes

IFind the lnistake worksheetprogresscheck . •ACTIVITYPatrwork- speaking

AIMTo idcntif}' and correct grammatica.l mistakes in sentences.

GRAMMAR AND FUNCTIONSRtvision

VOCABULARYRevision

PREPARATIONMake'one ropy of the workshe-et for each pair of srucents and

rut it in tuIf as indcated.

TIME30 minutes

PROCEDURE1 Imi de the' class into Group A and Group 8.

2 Glve one cop}' ofSrudem A sentences to each st uck-m inGroup A andone cop)' o f Student 8 sentences to each

srudent in Group 8.

3 Askthe.' students to Vl.'OrX with one- or two other studcnL'i

from tIK: same group . Te-U them that some of theirsentences are correct, while some of them have agrammatical miqak~ in them. They should decide wh etherthe sentences are grammatic ally COR'«1 and makecorrecuons wbere necessary. T1lC' students should discuss

the sentences in their pairs o r groups. but aU the studentsshould write corrections o n thcir own worksheets.

4 When they navedone that, ask the students to work with apartner fromthe'other group ( ie a student from Group Ashould work with a student from Group 8). They sho uldcompare their seraences. Student A bas the COJT«t fonn ofsentences whicharc' grammatically incom:ct o n Student8'§worksh eet andvee versa. This means that the suoemsshould be 3bIeto correct o ne another at this sta ge.

5 Check thai the'students have identmro the correctversions of the- sentences.

•

ANSWERS

Student A Student B

I incorrect I correct

2 inco rrect 2 correctJ co rrec t J incorrect

4 incorrect 4 correct

; co<=! ; incorrect

6 ( orrect 6 Incorrect •7 correct 7 incorrect

8 incorrect 8 co rrect

9 correct 9 incorrect

10 incorrect 10 co<=!

II Incorrect II CO""C112 correct 12 incorrect

I ) incorrect 13 correct

14 correct 14 lncorrecr

•

•• ITraveldominoes Reward Elementary

Resource Pack.

' ..' ,

.' '. .' '., , , ,

DESK DEPARTURE LOUNGE ARR IVAL

, , , ,., ,. ., ,..' '. .' '., , , ,

HALL BOARDING PASS PASSP ORT

, , , ,., ,. ., , ..' '. .' '., , , ,

CONTROL BAGGAGE RECLAIM TOU RIST

, , , ,., ,. ., , ..' '. .' '., , , ,

CLASS CHEAP DAY RETURN WAIT ING

, , , ,., ,. ., , ..' '. .' '., , , ,

ROOM TICKET OFFICE CREDIT

, , , ,., ,. ., , ..' '. .' , .':1, , , ,

CARD TAXI RANK CA R

, , , ,., ,. ., ,..' '. .' '., , , ,

HIRE SMOKING AREA INFORMATION

, , , ,., ,. ., ,.. .

PHOTOCOPIABLE

Teacher's Notes

ITravel domi noes worksheet . 41

ACTIVITYGeoupwork: SpeakinK

AIMro ptay a ga me of domimK."S h y matching words tlL1.1 go

together.

GRAMMAR AND FUNCTIONSCou ocauoo

VOCABULARYWonb as....ocarec v.ilh rau and air travd

PREPARATIONMak~ one COP}' of the worksheet for eachgroup of threestudents in the class andcut o ut all the cards as indicated.

TIME15minutes

HOW TO PlAY THE GAME

1 Player A puts down an}' one of theirdominoes faceup,

2 The player on theirk:h: must then put down one of their00min0es, making5Un:' that one of lhe 'words 00 their

domino matches one of the words on either side of Pla}'ttA's domino.Pee example-

Domino A: DESK I DEPARTUREDomino B: either INFORMATION or LOUNGE

C MKmollan Publishets U,..,t.cl 1997.

PROCEDURE1 Explain to the studen t" that they arc going to play a game

of dominoes by matching words that go toge ther, forex ample JeplIrlllrf luunge, arrtual lUll! etc, and that the

object of the game is to ge t rid of aU their dominoes.

2 Ask the stu dents to work in groups of three an d give eachgroup of students a set o f dominoes. Ask them to deal outthree dominoes each and to leave the rest in a p ile. beedown .

3 Bdore they SUIt, explain how to pby using theinstructions below.

4 The suoerus are ready to play the game . While they areplaying, go round to each group and cbeck they areplaying correcw.

5 W'hcn they have finished a game, they can shuffle and p layanother round,

3 Ifa payer cannerput dow n o ne of their dorninoc5. theytake a domino from the top of the pile and (lUI tt down iftbeycan.

4 The winner is the firstplayer to get ridof all of theirdominoes .

f

f

•• IPredictogra111

a b c

Reward ElementaryResource Pack

........" ..

......"

," . ..'

, . '-<' ", '

,

,"

......., ,

" ......-,

PHOTQCOPIABl E

Teacher's Notes

IPredictogram worksheet.

ACTIVITYWholeclass: writing, SJXOlkin&

AIMTo play a gam e by writing and reading out prencucns.

GRAMMAR AND FUNCTIONShiture simple (or predcnons

Instructions

VOCABULARYGcnmI

PREPARATIONMake one COP)' o( the worksheet for eachstudent in the class.You \\ill need 10 pI"O\id t' scisso rs for this activity.

TIME30 mi nutes

PROCEDURE1 Write the following headings on the board;

hMfth,/or!(!,jami/y . travel , U'Ork/slud)'. money.frienas ,teisure

: 2 Ask the students to nuke: predictions for you under thclieheadings.Forexample;

health : You u>fJ/ haw a headache this aftemoan.love; YOII will meet someone specia l O il holiday.

family: rou will receive a letterjrom a m em ber ofyourjamily a t tJU! weekend.

3 Now tell the students that the}' are going 10 make a'predcrogram'aod usc it to make similarpredtcuons foroneanother.

4 Give one copy of the worksheet to each studenr in theclass. Tdl them to write o n e p miietion in the spaceprovided Wldereach heading on lhtir worksheet. They donot have to have a reader in mind at this stage. wltik Iht.o).arc doing this, be on han d to answer quest ions and offerhelp. Encourage the students to use thetarget language,

S when they have done that, tell the students thai they aregoing to prepare their predictogram RC".Id out theInstructions below.

NOTE; It is agoodkka for rou to uy this Olll yourselfbefore domg it with the class and then demonstrate as youreadoul the insuucti~.

HOW T O PREPARE THE PREDICTOGRAM

1 Cui OUI the squareas indicated o n the worksheet.

2 f old the square in half diagonally along one of the donedlines in the centre of the square.

3 Open the square out again and fold il in half diagonallyalong the other dotted line in the centre ,

4 Open the square OUt and tum it over so thai the writing is

b ee down .

5 Fold each cornerof the squareto the middle of the square.ThC' category hGldings are now faceup . (fig. a)

6 Tum use square over so thai the predictioJu arc' face upand the category~ are bee down.

HOW TO PLAY T H E GAME

1 Ask a panna 10 chOOS(' one of the questions and answ er it.

For example:\l 1Jal s )'ourf UlIQun"e colou r?

If the answer e , for eu mple. green, speu out the word,opc:ning andclosing the pmliet~ a nemare \\"'3 )'S foreach Iener: G- R-E-E-S.

7 f old the new comers into the middic:of the square, Nowthe category headings arc: (ace up and the four quesnorsare face down. (ti~. b)

8 Fold the square in half and o p en n again,

9 Fold it in halfthe outer way and open it again

10 Now put the fon:fU1l'er and thumb of each hand undtt thtflaps with the questions o n and push up so that thequestions are face up. (fig . c )

11 Flnall)'. explainhow to play the game, using the:in5tructions below.

12 Th e erudems are now ready 10 play the game . While Ihryare pla)ing. go round 10 eac h group and check th ey an:p laying correal}".

2 Now ask l our partner 10 choose o ne of the fou r catq.tornshowing in.~kie the predrcrogram.

3 When the)' have cboeen a category. open the predietO(::l'al1lo ut and read out the corresponding prencuon .

4 Repeal the aeti\ i ty wnh different partners.

f

c

Reward ElementaryResource Pack

in France .

in Papua N e w Guinea .

by a Japanese company.

869 languages are spoken

The raincoat was invented

The first motorcycle w as built

The first pair of jeans was mad e

The Volksw a gen 'Beetle' was designed

[;h~ first tape cassettes w ere designed

r

II

L

[

•

PHOTOCOPIABLE

Teacher's Notes

IDid you know.. .? worksheet.

ACTIVITYGroupwork: speaking. rt:;lding

AIMTo match two pans of :1se n tence.

GRAMMAR AND FUNCTIONSPresent and past passive

VOCABULARYInven tions and other world fa cts

PREPARATIONMake one copy of the worksheet for each grou p of three orfour students in the class and CUI it up inro cards as Indicated.Make one copy of the worksheet for each group of th ree or

four students and leave it in ta ct.

TIME20 to 30 minutes

PROCEDURE1 Wrile on the board 'Paper was invented ...' and ask the

students if they can complete the sentence withInformation about where or when it was invented . Whenther have guessed the answe r, tell them tha t they caneonfinn whe ther they were righ t Of wrong by doing uieactivit y.

2 Explain that you are going to give them 20 sentences, bUIthat each sentence is in two parts. Their task is to find 20bets by finding the two parts of each sentence w hich gotogether correcuy.

3 Ask the students to work in groups of three or four andgive one set of cards to eac h group.

4 Tell the students to shuffle their cards and then spreadthem out, face up. on the table .

S Tell them marthey have got five minutes to find 20 facts.

6 When they have done that, give one intact copy of theworksheet to each group o f students so tha t they cancheck their answers .

7 Now leUthe students to p ick the cards up in twO piles,one with the first halves o f the sentences written on themand the other with the p lace. date or person 's namewritten on them. They sh o u ld sh uffle each p ile of cardsand then spread lhcm out separately, face down on thetable.

•

8 Now ask the students to take it in turns (0 tum over onecard from eachpile. If the two cards go together to make acorrect fact, the student reads it out aloud, keeps the twocards and plays again. If they do not go together. thestudent reads it out aloud , b ut rums it into a negativestatement.For exam ple: f

Paper wasn't tnoentea by a Spanish instrumentmaker.

They then turn the two cards back over and anotherstudent in the group repeats the p rocedure .

9 The students continue in this way unlil all the cards Im"tbeen used up . The student with the most cards a t the endof the activity is the winner.

c~ Macmillan Pubh~hers limIted 1997.

•

•

•

)

• IClass sUlvey

- . ,

IDEAL PARTNER V=YES )( = NO 1

I Is it importantfor your partnerto be

- good·looking?,

I - kineH,

- thesame refllJion asyou1

I - intelflgenH

1-'good cook?

I- funny?-~

. - -

IIHOPES AND DREAMS V= YES )(= NODo you want to

I - beit millionnaire?,

- getmarried and have children?

- travel and meetpeople?

- befamous?

- playit sport for your country?

, - run ycu own business?

I,

SPARE TIM E V= YES )( = N OInthe last month, have you

- watchedtelevston or it video?

- beenshopping for food?

" - read abook?

I _ clone some gardening?

I - been to a r~ant?

I

,-pLlye<! ._?,

I CULTURE v'=YES )(=NO! In thelast month, have you been to

Iit library? ,

! - the cinema?

t - amuseum? ,

-the theatre?

- it football match?

, - it concert?- . -.

Reward ElementaryResource Pack

PHOTOCOPlABlE

•

•

•

•

• IClass sUivey

,

!FO OD AND DRI NK0/ = YES Jl = NO

! Ooyou

- drink more thenthree glasses ofwater it day?

- eatabigbreaHast?

, I- eat meatevery day?I- eat50ITIe fruit~ery day?

, - drink more than three cups of coffee orteaaday?

I - oftengo toarestaurant?

W ORRIES V' = YES )< = N O IAleyou worried about

- your health?

- money?

- worldwar?II,,

- growing old?

I,I - your joI>'ltudieslI

Ii -the environment?-

-I, NEXT W EEKEND V' = YES )< = NOI •

Are you going to

- get up late?

- godancing?

- go shopping'

, - . udyl,,

- travel to it different town?

I: -~ family Of friends? . .,

; LA ST W EEKEND V' = YES )<= N Oi Did you

- have it busyweekend?

- go away?

- writeanyletters?

r - go toa disco?

- go to thednema?,I - play any spat?

- - . -

Reward ElementaryResource Pack

PHOTOCOPIABlE

Teacher's Notes

IClass surueJ) worksheets. and.

NOTE: Use Wo rksheets 39a and 39b for this activity.

ACTIVITYPairwork and groupwork: spe aking, writing

AIMTo do a class sUJYc)' by asking and answering questions and to

report the results of the surve y.

GRAMMAR AND FUNCTIONSReponed speech: statements... said lhat +clause

VOCABULARYGe neral

PREPARATIONMakeone cop y of Worksheets 393and 39b for every 16studen ts in the class and cut the cardsOUt as indicated.

TIME30 10 40 minutes

('> Ma( millan Pubh~hers LImited 1997.

PROCEDURE1 Explain to the students that they are 'going to do a class

s-urveyand ex plain what a su rvey is, if necessary.

2 If there are more than 16 students in the class , divide theminto groups. Ask the students to w ork with a partner fromthe same group and give o n e card to each pair of students.

3 Explain that each pair of stud e n ts is responsible for askingeverybody in the class or grou p all lhe quesnons on theircard . They should put a tick e ac h time somebody answersyes and a cross each time somebody answers 110 10 one ofthe questions.

4 Now ask the students to go round ihe class or group inpairs asking and answering questions and putting ticks orcrosses on their card .

S When mer have spoken 10 e verybody in the class orgroup, ask them 10 write the infonnation they havegathered on a poster under the followin g headings:

Nobody said that ...AJew people said that ...A lot oJpeuplesaid that ...El'e1J'bod), said that ...

For example:SURVEYRESULTS: HOPES AND DREAMS

Nobody said tha t ... A few people sa id t hat ...

... they wanted to play a ... they wanted to besport for their own famo us.country. ... they wanted t o run their

own business.

A lot of peop le said that ... Everybodysaid t hat ...

... they wanted to get ... they wanted to be amarried and have children . millionnaire.... they wa nted to traveland meet peop le.

6 Encourage the students 10 use th e target language and he

on hand to answer quesnons and offer help at this s tage.

1 Ask the pairs of students to take it in rums to read o ut thelrsurvey res ults10 the rest o f th e group or class.

•

•

(

.....a

Rew ard ElementaryResource Pack

_ _ UP

t hree thingeyo u .-.lId beforeyo u left y our

ho uee th ism orning

a W l':\...gmU1~ ally. lJj

a'lll.noK 'lL.l !41no /\ ;;J.J<;IyM

•

abo ut a goodfi lm you've

seen

p U91199M $X3U

OF' 016u!069J,n o,t;1114M

•

what youus ually have

for I1reakfa5t

P;;!!.l1J :oJMi/U 9/l.nol:.

!i>1Joas n J41.

v-- - --------..:..-/

anc 146!1.I 1'!'Jo,f 0& " Uen'lin

not.;;JJ9Lj'"

'.

M_iiIi/I'~:---_·---·------

......'

_ ITellyourgroup...

•

•

•

•

it' Ma<millan PubhsherJ limrted 199 7 PHOTOCOPIABl E

Teacher's Notes

ITell yourgroup.. . WOrksheet. •ACTIVITYGroupwork: spc2l.in~

AIMTo play a board gam" hy ralkmg abcut given topics .

GRAMMAR AND FUNCTIONSTense review

VOCABULARYG.n.r>J

PREPARATIONM e one copy of the wo rksheet (g;une board) for C'\1:t'Y thm=to five students in thed:l.-.5. Provide dice and counters for eachgroup-

TIME30nunutes

HOW TO PLAY THE GAME

1 Put thegame board in the middle of the table.

2 All the pla)'~ pUI their counters on thesquare markedSTART and throw the dice. The tint pbyer to throw a six

!IUJtS the game.

3 PUyer A throws the diee and moves their counter alongthe board3Ccordin.: to th e number on the ditto

4 Player Athen read.. the topic on the square the counter haslanded on and talks about it.

PROCEDURE1 Askthe students 10 work in groups of mree to five.

2 Give one game board. so me counters and dice to eachgroup.

3 Before the students sta rt playing the game, ex plain how 10play using the instructions below.

4 II is Important to remind the students to be careful to usctheappropriate tense when they are tallringabout a ropsc.In parUcuJar, remind them that if the topic on the gameboard is wrincn in the present perfect. they will need toIN the simple pa.<it when they refer to a~ time inthepast. Forcxarnple, if the topic is "The best holidayyou've Jwj'.lhty will need to use the simple past to talkabout it: J urent to.~ , Jsaw ...•etc.

5 The students are ready to play th e game. While they an:playing, go round 10 each group andcheck that they areusing the lensescorrectly.

5 Ifaplayer Ius OOIhing 10 FYon the topic they have IaOOcdon, they are allowed to pass and miss a tum. b ut they anontydo this once in the game.

6 Tbe gameccoenoes until the first player reaches thesquare nurked FL'lSH.

•

•