~~ SEIN TID yN a 2 REWAR DE (Uencrtt ine e neue e @ 58t [cosmo o>Heinemann English Language Teaching ‘Adivision of Reed Educational and Professional Publishing Limited, Valley Court, Jordan Hill, Oxford OX2 81) OXFORD MADRID FLORENCE ATHENS PARIS PRAGUE ‘SKOPAULO MEXICO CITY CHICAGO PORTSMOUTH (NH) TOKYO SINGAPORE KUALALUMPUR MELBOURNE AUCKLAND JOHANNESBURG IBADAN GABORONE. ISBN 0.435 24034 ‘Text © Susan Kay and'The Lake School of English 1996 ‘Design and lustration ©Reed Educational and Professional Publishing, Limited 1996 First published 1996 Permission to copy ‘The material in this book is copyright, However, the publisher grants permission for copies of pages to be made without fee on those pages ‘marked with the PHOTOCOPIABLE symbol, Private purchasers may make copies for their own use orfor use by Classes of which they rein charge; school purchasers may make copies for use within and by the staff and students ofthe school only ‘This permission does not extend to addtional schools or branches of aninsttution, who should purchase a separate master copy of the book for their own use, For copying in anyother circumstances, prior permission in writing must be obtained from Heinemann English Language Teaching. Designed byD 8 )Bunter Cover design by Stafford & Stafford Ilustrations by Cathy Bale, Kathy Baxendale, Peter Bul, Joan Coriass, Keith Cowlam, David Downton, Magele Ling, Gillan Martin, Bd Mclachlan, Simon Smith Author's acknowledgements ~toallatthe Lake School for their help and encouragement. ~toallthe ELT teachers, trainers and authors whose ideas have used ~to Helena Gomm for her thorough and efficent editing. ~to Simon Greenall and Catherine Smith for their support. tenet Sevens Permission to use their text: s ‘Greene & Heaton Lid fr an extract from Notes from a Small Island by Bill Bryson, © Bil Bryson, 1995; John Johnson (Author's Agent) Lad fora ‘extract from The Birthday Boys by Beryl Bainbridge, published by Penguin ‘Books, 1993; David Maie for an extractin ‘Moral Judgements, from his ‘tame You be the Judge, published by JW Spear & Soas PEC, © 1995; Peters, Fraser & Dunlop Group Lad for extracts froma quiz oa hagasing By Sandy Toksvig, from Good Houseleceping, © 1995; Peoguin UK for extracts ‘rom The Earty Times Book of Unsolved Mystortes, published by Puffin Books; Piadilly Press and John Farman for extracts from A Suspictously ‘Simple History of Sctence, Reades's Digest Association Lid foran extract "Facts and Myths’ from Strange Stories, Amazing Facts, © 1975. Printed and bound in Great Britain by Seowprint Lad, Musselburgh. 97 98 99 1098765432orkahect Interaction “Sli 2 activity Time Grammar nd functions ins) a iiadibiaidaiies Piwok Wang” Commumcane «Gah ‘anword ‘Seating cere) Ferment tow dove puts igo swe a calae No siceas = Ficus tlaboriag 7 Groped Spaieg Cane BR) ePnardero ode pry fies Meteams Tacs pes ande wenger cot Mates eww Tao sposbe “bcc dines Pawnk Gepmak Foss dea To whokcae sewer “rope sho ah pase oa ving iil ee SeTeam “Factowrssaar “ee sed cies Wing Spolire eter cope Topressapatiers aay Gee = ng phe pven word ho 2 “ih Faapecsnarscoe ‘sg focand ing onions etme ts Den lire aes oc ent - ermaonaba tj et ond conidial sama wich Te aac coc Fan wm “Tungsten elton sndprebtitonin te pas “akg aa pesmi he pes “alg sar waa saan weone ep copaeneanee hepa wor tatorpcole eh eta ns ‘Wher pace ties prctsnple resivronines ing bow typi dayavonene ie f aprning rato hep wl _itcodiontt abo nage inte Pastand oder ees May hat it sero have irs Conan no cerain Wisk op ipl erste ES eeu = re Tiaahebewinoecero ae G2 Winns cases or nowat pres Dekeng rine cbans Thor gl hho tater tgs Went cea wonfortnes Test Sle Bok Leos TN Tommabie maaan Wasoterpresne nt) ‘Patotivo pea aur pat Mayans ogc hareta oa somcthing| @ Contents b rammar and uncon «1 gage moving (Qestns wate squid witht ‘ely re ‘Conpligs dare Invent ination. 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Tangata ichawe ung wire | fadetnsesrangemer utr sce = tense monerofrpesing ‘Gosanae ols |“ omplewgacnat ie = Gale tomdeme Preset pecker contuoas Smelepct pecs proms eae Mn reet pericrpie Togering Forienardanbing sequence fernont ropes whence lipped Reseneace sump akbar scndcton = Dosering anges Speake Powedsapace a9 Desrinmgapce Wales Vike Peawcdacipion eee ‘Wag Soy aig BSD Becbings pw eng the pon eee ep ecg donnie SS rare imino ae cr Tesh tanta Rapp waien cbw , eae Teeroctintcperveenorar : | ReDciimibacmeace Tegeschat aon” Wms oe ‘hrtone = Bocmeespore Bieta Wieck Gpaliy Gamaianea FR Tinea Smee Tenens taba : Uhre GranalWiig — iemtomption 3647 Gin inne oud doa psnabead ea =. inane na cimat egien one 10a and 10 Alphabat ‘Groupwork — Speakg Game. a iret i ‘Genera inimecinee Fe Tete neti met ee nea Titsbevaylnnnasaer 0 itm ea ee FEAT tata a = tac |) Teheran‘The Resource Pack ‘This Resource Pack for teachers contains over 50 communicative practice activities for upper intermediate students. It is designed to be used with Reward Upperintermediate Student's Book, but can be tised o supplement any course. ‘There isawide range of activities, which provide practice in speaking, reading and writing. Allthe activities have been tried and tested many times in the classroom. ‘You can use the activities in different ways: «# toextend lessons from Reward Upperintermediate student's Book + torevise specific structures, language or vocabulary later in the course + cosupplement any course Ifyouare using Reward Upper intermediate Student's Book “The Resource Pack provides at least one practice activity for each Lesson and Progress check. The ‘numbers on the Worksheets correspondto thelessonsin the Student's Book. Iyouare not using Reward Student's Book Use the contents chart at the front of the Resource Pack to select the activity you want to use. How to use the Resource Pack Each activity in the Resource Pack consists of one photocopiable worksheet, with Teacher's Notes on the back. (Occasionally there are two worksheets for an activity.) ‘The worksheets in the Resource Pack are hole-punched for filing. When you have selected the activity you want touse, carefully detach it from the pack, and check the ‘Teacher's Notes to find out how long the activity will take, and what preparation is required. The Teacher's Notes provide step-by-step guidance, ensuring that less experienced teachers, or those with litle time to spend ‘on preparation can use the activities easly. “The worksheetshave been designed for maximum, clarity, even when photocopied. However, ifyou have the facilities to enlarge your photocopies, you may find this useful, especially in the case of pictures or board games. Some of the worksheets require cutting up into cards (for example, dominoes, mill drills, bingo). We suggest that you stick the photocopies onto card before cutting, them up. Laminating cards will also give them a longer classroom life. When cutting up the worksheets, remember to cut up the photocopy and not the original! Put the original ina folder or ringbinder, or put it backiin the pack. Once you have cut the cards , put them into envelopes and write the ttle and activity and the number of cards on the front of the cavelope, Some activities require multiple sets of cards, With these, it isa good idea, when you photocopy each set, to puta different mark, or use a different coloured pen on the back of each set. This will avoid confusion should the sets become mixed up, and will also make it easier for you to check the number of copies per set. Store each set in an envelope, as above.; Mill drills ‘Thereare several mill drillsin the Resource Pack. You ‘can also use some of the cards from other activities for sill drills Whatis a mill drill? Amill drillis an interactive way of drilling newly. presented language, using cards with picture or word Prompts on one or both sides. Ic fulis the function of repetition and substitution drills. As the name suggests, the students stand up and ‘mill’ (Circulate) around the ‘class, interacting with several partners. A mill drill isan ideal way of providing controlled practice ofa new structure or function after initial presentation, because it gives students the opportunity to repeat the same language with several different partners. The benefits of a mill drill... for the student ‘The presentation stage of alesson can be rather teacher-centred and static. A mill drill makesa welcome change of focus for both students and teacher. It makes controlled practice more communicative and enjoyable for students.and basic repetition becomes more stimulating and active. A mill drill can also be reassuring for less confident students, not only because the studentsare solely dependent on mechanical repetition and substitution, but also because they are not required to speak out alone. The benefits of a mill drill... for the teacher [Mill drills differ from conventional drills in that they are student centred, providingan invaluable opportunity for the teacher to monitor individual students! weaknesses, particularly pronunciation and intonation, How to do a mill drill with your class ‘There are instructions for each mil dil the ‘Teacher's Notes on the back of each milldrill worksheet. The basic procedure for doing.a mill drill is as follows: Preparation 1 Photocopy the worksheet and cut out the cardsas indicated. With a large class, divide the class into ‘groups and make one copy ofthe worksheet for each ‘group. 2 Giveeach studenta card. Itisnot necessary to usc all ‘the cards on the worksheet, soifthere are fewer ‘students in the class or group than the number of ‘cards on the worksheet, leave out the surplus ‘number. Some cards have a prompt on one side only, ‘white others have prompts on both sides, so follow __ the instructions in the Teacher's Notes carefully Demonstration 1 Tel the students that they are going to spend 10 t0 15 ‘minutes practising the new language and that you arc going to demonstrate this, 2 Give one card to cach student in the class, and keep one for yourself Selecta sample dialogue (as ‘suggestedin the Teacher’s Notes on the back of the worksheet), and write it on the board, preferably eliciting the language from the students. Indicate the Part of the dialogue to be supplied by the picture or ‘word prompt on the card. For example: A: Do you ike reading? B: Yes, Ido, A: Sodol. 3 Explain that this language will change according to the prompt on the card, and elicit suggestions for this. For example: Do you tike reading? playing tennis? writing letters? 4 Show the students how to hold their cards. This is important because double-sided cards must be held in, sucha way that when students are talking toa Partner, they are both able to see each other's cards. ‘The correct way to hold a double-sided card. ‘The wrong way to hold. double-sided card. eae ‘ORDER€ Choose aconfident or extrovert studentto demonstrate the activity with you. Then ask two or “bree pairs of students to demonstrate the dialogue. = Students do the mill rill ® Askall the students to stand up and to go round the = ‘class or group, repeating the dialogue with as many different partners as possible, and using their cards as prompts. ‘Some mill drills have two stages involving either tuming the cards round, or exchanging cards with another student, o that students get the opportunity to make new responses. In these mil drills, tell the students that they should stop talking when you clap your hands and continue once they have made the necessary change. _Amilldsillisa controlled practice activity and itis, important that students use the language accurately. ‘Therefore, while the students are doing the mill drill, you should circulate, listening and correcting students’ ‘mistakes in grammar and pronunciation. Pair forming ‘The picture cards on some of the worksheets can be used fora pair-forming activity, as follows. 1 Make two copies of the workshect and cut out the pictures so that there are two identical pictures for each pair of students in the class. 2 Shuffle the cards and give them out to the students. ‘Tell the students not to show their cards to anyone else. The students then stand up and go around the Class, asking and answering questions about their pictures until they find the student who has the identical card. ‘You can use this activity asa way of putting students into pairs for another activity. You can put students into groups ina similar way, by making copies of the same picture for each student in a group. Pelmanism “The picture cards on some of the worksheetscan be used for pelmanism (@ matching game) as follows: 1 Make one set of cards for each pair (or small group) of students and give each group the cards and an ‘equal number of blank cards. For example, if there are 12 picture cards, give the group 12 blank cards. 2 Ask the students to write a sentence on each blank ‘card to matcha picture card, For example: sentence She's a pilot. 3 When they have done this, ask the students to spread ‘outthe pictures face down, and spread out the sentences face down, separately from the pictures. 4 Now ask the students to take it in turns to turn over ‘one picture card and one sentence. Ifthe two cards ‘match, the student can keep them, and play again. Ifthey do not match, the student tums them back over, and the next player repeats the procedure, ‘5 The game continues in this way untilall the cards have been used up. The winner is the student with, the most cards.What have we got in common? worksheet @®@ ACTIVITY Whole class: writing, speaking AIM ‘Towrite personal details and to find people in the cias with the same information. GRAMMAR AND FUNCTIONS Asking for and giving personal information Forming questions VOCABULARY Personal information PREPARATION ‘Make one copy of the worksheet for each scudent in the class TIME 20 minutes PROCEDURE 1. Givea copy of the worksheet co each student in the clas. 2 Askthe students to write information about themselves in the column marked "You’. 3. When they have done this, ask them to go sound the class, asking and answering questions to find people with the same personal information. Explain that they will need to transform the topic headings into questions. For example, 1 find out about ‘Your total number of brothers and sisters’ they should ask, How many brothers and sisters ‘ave you got? Its important to tell the students that they ‘must ask one another questions, not read one another's worksheets 4 When they find someone withthe same information in their You" column, they put that person's name inthe ind someone with the same answer columa tis Important to tell ihe students that they can only put the same name twice. Thisis to encourage them to speak to as many different partners as possible. 5 When one student hus found a name for each ofthe topics on the worksheet, stop the activity 6 Asafollowsup, ask the students to report hack, orally oF in ‘written form like this: Both Francesca and Ihave a total of four brothers and sisters Tomoko doesn't like tea and netther do L Ree Pk © un Ky, 196. Raha y Miran Eg LagigeTntg,What have we got in common? Your total number of brothers and sisters Reward Upper.intermediate Resource Pack Your favourite day of the week A drink you don't like Your favourite food Your favourite place in the world The best book you've read recently The best film you've seen recently The sort of music you like Your greatest extravagance Your birthday month Something that makes you angry Your present state of mind (Suny 1995, Pata Havara aah ana exh Ns Heat yD THOT oe UN WN hecee | Tknow you, don’t I? worksheet @® ACTIVITY PROCEDURE | Parr oe Tite steno skin pai i AIM 2 oe one copy of the worksheet to each student in the prec pes domino nando | Suh aay pets wee 3 skies te ders ne a hes i provided at the top of the worksheet. | SRAMMAR AND FUNCTIONS 4 feds ako one xin othe i bia students that they are going to find out how wel they Sow put Isa ewe cop hay fi VOCABULARY i cre Lr bert VOCABULARY. seg yo 5 Ask the students to circle or underline the alternative in PREPARATION ‘each sentence which they think is true for their partner, Teccmccprathe wotsetrashsmdcrn tects | ing te ere HU 6 von ey hae de este nae tums ch whe pecs wee Encourage them to use question tags. They should ask and answer like this: Student A: You haven't been to the cinema in the last ‘two weeks, have you? ‘Student B: Yes, Fave actuaty. ‘Student A: You like dancing, don't you? ‘Student B: Yes, you're right, ke dancing very much. ‘The students should puta tick ora cross in the columa, provided next to each question depending on whether they have guessed comrectly or not 7 When the students have finished checking their predictions with their partner, they should add up their {ota number of right guesses and then read the score at the bottom of the worksheet. | Bi i te Rs Pack © Suan Koy 196, lied by Hann Engh angug TengI know you, don't I? Reward Upper-intermediate Resource Pack Guess the right information about your partner. V = Iwas right Partner’s name X= 1 was wrong haslhasn’t been to the cinema in the last. ‘two weeks, likes/doesn’t like dancing hasfhasn’t bought a record/CD/cassette in the last two weeks did someldidn’t do any physical exercise yesterday would/wouldn’t like to live ina foreign country islisn’t a morning person islisn’t a night bird doesidoesn’t like cats haslhasn’t got a dog would/wouldn’t rather live in the country than a big city canican’t sing well readsidoesn’t read a newspaper every day ‘How many guesses did you get right? Score one point for ea you scored 0t0 6, you probably don't Ifyou got 6 to right) know your parmer very well, rnotas ‘know your partner very ‘well as you thought. perhaps you made some ny 0065, bid Egah Language Fencing Tse eye peace he we |i i che ro Family matters wonsnect Gp) ACTIVITY ‘Whole class speaking AIM. ‘To find out information about members ofthe class by asking and answering questions. GRAMMAR AND FUNCTIONS Asking for and giving information, ‘Questions without a question word and with an auxiliary ver VOCABULARY Family relationships PREPARATION Make one copy of the worksheet for each group of up to 12 students, Cut the cards out as indicated. TIME 15 to 20 minutes PROCEDURE 11 ifthere are more than 12 students in the clas, divide them into groups. Give one card to each student inthe cass. 2 Tell he students that they are responsible for finding the answer to the question on their own card by speaking to ‘everybody inthe class or group. Make sure each student knows how to ask their question comrectiy 3. Now ask the students o go round the class or group, ‘asking and answering questions. Tell them that they can ‘make notes on the back of their card if necessary. 4 When they have finished, they should sit dawn and take it {in tums to report back to the class or group oa what they found out during the activity. FOLLOW-UP Ask the students to stayin their groups and to waite the information they have gathered on a poster tobe displayed in the classroom. For example: sour group. Only afew people kiss their parents every day. Glaudia and Stefano wish they had more brothers and sisters About half the people think they take after thei father. ae Resource Fock. © San Kay, 1996 ubshed by Heinemann trash Lngsage Teaching.