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    0036/04/97 Y ase Ld activities for students of English The Lake School. of English 4 Contents Wiortshaet Interaction Skits Activity Time Grammar and functions Vocabulary (ans) Taspalghonyon Wisc —Watag Gonaanetad 2-30 — Quins wt gan wd Tesond atom Spates “towntesnito ‘Seca wha aon wed Sewer gues Widen! Weds pang Gomes 1-30 hangar gig tron enon loan ‘mane Quetns wth gusion wort Soar wit! gen wot 7 wisi anj danas — Wha cos Spang — Pio Dd Feseootimowtoniesboa Gann eek sean ‘Siam nte ae Toning amity Pini Weng Dscsion FOG Deserbewa seuss ferns Bast aetaoip Spake opr ec eee ng Duringanijor Tafa Grane Spang — Bante BO Tans ou roa owrineandicre onlin reco abot ears pe anders cereal passer egy Tarynn Tarot Rpg oem —~—~C«D CN "pevet me pereter Fageecackita Wei See Gomme ae “esr ws qin wd co "oman Compe Ailes ng esporn torag Togascnc Sb Wining — Goecing shed 20 aden esi of ep ear "Emons hat Seow ond Aes ofourai ase aes. Tlacijeentescat and Greek Wing Sons Soe Pawie ona ais ‘oer scons Geren Tm deine Pak wee sion Te0 Goto Fearon spe T Wein ome “capes Spang Gop cuiza 15 Tegan aren while AFB vena arin nites contig ‘enna tn 7 Varicatt aa Whar cir ‘Wang Conpcigaainiied 20” Nondngenvedanes wah a Gemal Speeng sens To Oar cere Winke cis Span Wed ‘onpaig aaplogns Cea epodngto spose abe TogerakGio” npwoa Speling Gane Tw Naor “eas wees “Domine seongeqerace Wordenbesane ‘condbataieet aayuetoers Tina Roadie Pwo Sin Borne SES Prep at pa Taare ‘eruirtceminas Groupe Wag Cones ‘iebesiatbo Hip Te toe? Wak aking — Comment 15a Preval peeconaos Geass ‘sey Taal ib faarsing Pawo Wg Taeriewind 13 Peepers eer pene “Compingcan Pepe Ti coaperaoa Gexpmoipeding Gane TS atg congas» Genet Tuan 9 Shap ee Groped speared ge 30 Ordroaskaies ‘Nips deng Toscan bord prion oss ons Eject on, aterband purpose Fragen dee Trimak” Relig lorsionap OP pete Te ‘eps Sere Cmpltrgates Foca penn Wibenar Pawel Speieg —iiomae Dara e Canesten wat 7 Feajeorftre — Wiokdhw — ipaing —Gommaniatin ie $09 Vong elinas cou, pobdih, psy_ Penasco Wana cnweey Tan ieiaarnie- Grama ipeniDociomnchna 5010 Berg mprosis ok sae Ts rau bea mace! ctwesel pone Bawingonclescrs ma cortimgnicadt Aji eg ‘cu pe peopeseaacer tebreote | Baard oe Onaga’ Gropwork Sringeri Taking abou cpa aves appondn Waal | ‘saan bow ‘Ting shout goi co tated : oes ‘Aetapandomagens eae) ‘vhs noalowelaed wit my Rape Worksheet Interaction Skits etvty Time Grammar and functions Voeabulary (sti) Bayada Gcupwomk Sealing Gismicninink” 0-30. Gioia ht prec iay hep Seal Sloane rts ou ont ger ayn Preach 20 Geapwenk fei Diweson WH Noble Tenis "cho conics Speake Wataeconne su ae 0h tt Sen Dothan to bemppd Bin ‘roinwod Spang Witngabaaien i jaecnesandaetn Tipe ai pasote wane ‘Ginag pions Tins Epis serbeadin 1 ania Tirso Sing Gass 5-9 Rosina oscernandaspienes Tamale speaks Aveta weer aver peso te 7 Bailietdorbete] Tawar Spang Cusine EH Reparedopesch ove aed eaten va! wey Sai se 1 Wivastedmetia—— Giospwork Spang Conmsnetantcke 33 Repel gions caval ning enemterne nin detec stedquesie Tiree qestonsandeponspecch B reports Gioipeak Wang Gone 355 tegoned pec eontng vers encaragy” Gens ‘nace Seating ‘rs dv, promt age ea, ‘fin erin ae at sage ee ‘BrreccincD1-PanedGeapenck ping Todo 30 Ren Toma ofan permanent) Raina apr 2-259 Mea race ‘ina 21-351 bad Net 21. 3bqoeseos 1 wera GrvpnodWiikg —WitsgsnJputig 43 Ghingurocnnnigeinpercarbe Toad wap Spesirg_veceri oe preemie Prepernglocd 1 Holdaycesword—Birvank Sprang Carma 3) Defence Wasa ‘Worasooaed ih ues Gwe. ross esol nese Grampnodk Spaking —Nougrswdoses 0 Prepare Foss aboutinwaland sine ‘nuetre Foo Bomoanae Wide Geine tan 13 Wats ap dae aoe Tc ‘Gus consnetion wth he ger Presone Telex rots 30 ain chame—— Wkeciss Wig Docs BW Wabetoespc tigen oon Speaking dnvoexpres perma evi oxy rnin repcrcheck 2630 wank Speaking Newifngand__— 30-50 Won whichare fen confi tind opo Gaga “orth ripe omens Bnd boron brights sna Smt Insewenee ‘hen ate Joge atch etter expe Ite a Bindi Decree Gesapwork Spang Boaleane {SI Gee ngs wheyou dowthaow ward Use Slatane ea Sisco Be Adeylemyiaen wha clssWithg__Wikhgalciee 15.39 Daarbgancyecnofoeasei chang ooo ‘soon snd after presets sen peer . Express ahoute re 3 Fowmeny scan you Grip Wily Bacacon comping OTe pe Bente seed ‘to speaisg "serene ee ‘Stee i lioucome tor. Grepwodkeng Dan cong lg 50-10 We coal a eat ion DSP wae ace Tedeerbe teenie Senne Speke 35 Pohick ‘Bins Spetirg Shmsidcatne” 20 Pe peaemipe Nara Wonne Pts ors PromewchedS135 _—Parwork—_SpeaangCagdngvociy S030 RevtonctTcwons st oF oka "oly chat Daca 56 Dear Sue whatshos Parwark Spang Wexing cm 30-%) ~ typos raving ance Fess io wnise ‘eoereyou | onbd Li ys: 37 Phataeatanoay? —— Wholechne Spain aT 030 Pat could haves shoul Phave Haag acReT ave eon ‘Geowpwor Spee —Tallgabai pure 30 ato may haes mannan” Goma Mas hateandeent hare 39 Fon Taakermow —Whleciss Rang oaasca 30 Beste abouhe pa wR Taal Goal ‘nce ‘wats ‘on pape seth ainagine Whale dise weg Gonycingsaieees 39 Tarde Cool spate “Sndtomt and verges Tape ieki6Aiaiad Rirwok Willy Nacumgtaugnem 3) Epes oor cal pany seating "ps ofpeete eae Toh bute Miaceoniron! Notes for teachers The Resource Pack ‘This Resource Pack for teachers cont communicative practice activites for Intermed students. Itis designed to be used with Reward Intermediate Student's Book, but can be used to ins over 30 ‘Thereisa wide range of activities, which provide practice in speaking, reading and writing. All the activities have been tried and tested many times classroom. inthe You can use the activities in different ways: + to extend lessons from Reward Imermediate Student's Book «revise specific structures, language or vocabulary later in the course # co supplement any course Ifyou are using Reward Intermediate Student's Book The Resource Pack provides at least one practice activity for each Lesson and Progress check. The ‘numbers on the Worksheets correspond to thelessonsin the Student’s Book Ifyou are 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 foran activity.) ‘The worksheets in the Resource Pack are hole-punched for filing. Whea you have selected the activity you want co use, carefully detaeh 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 les experienced teachers, or those with little time to spend ‘on preparation can use the activities easily. The worksheets have heen designed for maximum, clarity, even when photocopied. However, if you have the facilities t 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 1o cut up the photocopy and not the original! Put the original ina folder or ringbinder, or put itback in the pack. Once you have cut the cards out, put them into envelopes and write the title and. and the number of cards on the front of the activi envelope Some activities require multiple sets of cards. With, these, itis 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 ‘There are several mill drills in the Resource Pack. You canalso use some of the cards from other activities for ill dil What is a mill drill? ‘A mill drill is an interactive way of drilling newly. presented language, using cards with picture or word Prompts on one or both sides. Ic fulfils the function of repetition and substitution drills As the name suggests, the students stand up and ‘milf (cigculate) around the class, interacting with several partners. A mill drill isan deal way of providing controlled practice of a 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 a lesson 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. mill dill can also be reassusing forless confident students, not only because the studentsare solely dependent on mechanical repetition nd substitution, but also because they are not required to speak outalone, ‘The benefits of a mill drill... for the teacher Mill drills differ from conventional drills in that they are student-centred, providing an invaluable opportunity for the teacher to monitor individual students? weaknesses, particularly pronunciation and intonation How to doa mill drill with your class ‘There are instructions for each mill dri! in the ‘Teacher's Notes on the back of each millirll ‘worksheet, The basic procedure for doing a mill drillis as follows: Preparation 1 Photocopy the worksheet and cut out the cards as cated, With a large class, divide the class into groups and make one copy of the worksheet for each group. 2 Give each studentacard, isnot necessary to use all the cards on the worksheet, so ifthere 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, ‘while others have prompts on both sides, so follow the instructions in the Teacher's Notes carefully. Demonstration 1 Tell the students that they are going to spend 10 to 15 minutes practising the new language and that you are going to demonstrate this, 2 Give one card to exch student in the class, and keep one for yourself Selecta sample dialogue (as suggested in the Teacher's Notes on the back of the worksheet), and write it on the board, preferably liciting 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 like reading? } B: Yes, Ido. A: Sodol. S87) 3 Explain that this language will change according to the prompt on the card, and elicit suggestions for this, For example: Do you like reading? laying tennis? writing letters? 4 Show the students how to hold their cards, Thisis important because double-sided cards must be held in such a way that when students are talking to a partner, they are both able to see each other's cards, The correct way to holda double-sided card, ‘CHAOS 5 Choosea confident orextrovert student to demonstrate the activity with you. Then ask two or he dialogue. three pairs of students (0 demonstra Stucents do the mitt aritt ‘Ask ail 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 cardsas prompts. Some mill drills have two stages involving either tuming the cards round, or exchanging cards with, another student, so that students get the opportunity to make new responses. In these mill drills, cell the students that they should stop talking when you clap your hands and continue once they have made the necessary change. Amilldrillisa controlled practice activity andit important that students use the language accurately. "Therefore, while the students are doing the mill dell, you should circulate, listening and correcting students’ mistakes in grammar and pronunciation, Pair forming ‘The picture cards on some of the worksheets can be sed fora pair forming etivity, 2s follows 1 Make tw copies of the workshectand cut out the pictures so that there are two identical pictures for cach pair of students in the class 2 Shuifle the cards and give them out to the students Tell the students not to show their cards toanyone cls. The students then stand up ancl go around the ‘las, 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 ina group. Pelmanism ‘The picture cards on some of the worksheets can be used for pelmanism (a 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, ifthere are 12 picture eards, give the group 12 blank cards. 2 Ask the studentsto write sentence on each blank card to match a picture card. Forexample: sentence picture card She's a pile. 3. When they have done this, ask the students to spread ‘out the 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 turns them back over, and the next player repeats the procedure. 5 The game continues in this way until all the cards. ave been used up. The winner is the student with, the most cards. Spotlight on you worksheet @ NOTE: This activity is not inked to the activity on Worksheet 1b. ACTIVITY Whole class: writing, speaking AIM ‘Yo write a question for each student inthe clas. To ask ard answer questions, GRAMMAR AND FUNCTIONS Questions without a question word and an auxiliary vesb Questions with a question word: what, where, howr, when and an auxiliary verb VOCABULARY Personal information PREPARATION Make one copy of the worksheet for each student inthe class. TIME 20,0 30 minutes PROCEDURE 1 fthereare more than 12 students in the class, divide the las into groups. Is easir if the students in each group are seated in a circle ora semicircle for this activity, but this is not essential 2 Give a copy ofthe workshcet ro exch student in the css 3 Ask the students to write their own name at the top of the worksheet in the space provided under the heading ‘Questions for 4 Now ask the studcnts to give their worksheet to the person in their group who is siting on thir left 5. Tell the students that they are going to think of a question they would like 1o ask the person whose name is at the top ‘of the worksheet they have received, They should weite their question on the worksheet by completing one of the Luntnished questions. They can choose any unfinished (question they lke 6 When they have written a question, they should write their ‘own name next rit in the space provided. They should then give the workshect fo the person on their left. 7 Repeat the activity unit che students receive the workshect ‘with their own name at the top again, 8 Now ask the students to go round the class, find each of the students who wrote a question for them and answer ft 9 itis probably: good idea to make sure the students know a polite way of refusing to answer questions, for example, "Pd rather not answer thar’, and to tell them that they have the right to remain sent! evar rma esuce Pak Sn Kay, 195 ety Hnerarn Enh angie Testing. Reward Intermediate Resource Pack QUESTIONS FOR QUESTIONS ASKED BY (Name) (Name) # What's your favourite, 2 a Have you ever. Pp ee Ee ee Where do you usually ? Are you. 2 Do you have... ? a Do you... anastastanss Ee oe How old. 2 What are you going to. ? When did you... 2 eee Do you think you'll. 2 Would you like to... 2 2 2 Sank, 1985 Pbiay Hamann El anaos Tech Tesh maybe pt and win he ieee Find out worksheet @ NOTE: This activity is not linked to the activity on Worksheet 13. 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 with a question word: what, who, when, where, how Questions without a question word ancl with an auxiliary verb, VOCABULARY Personal information PREPARATION Mace one copy of the workshcct for each group of up to 12 students, Cut the cards out as indicated. TIME 15 to 20 minutes PROCEDURE 1 Wehere are more than 12 students in the class, divide them. {nto groups. Give one card to each student inthe class, 2 Tell the stucents that they are responsible for finding the answer to the question on their own card by speaking to everybody in tte class or group, Make sure each student knows how to ask their question correctly 3 Now ask the students to go round the class or group, asking and answering questions, Tell them that they can make notes on the back oftheir card if necessary. 4 When they have finished, they should sit down and take it Jn tums to report back to the class oF group on whit they found out during the acuity, FOLLOW-UP ‘Ask the students to stayin their groups and to write the {information they have gathered on a poster to be displayed in the classroom, For example: in our group. ‘Bine is the mnost popular colour. Watching tclevsion and playing football are the most Popular leisure activities, ewe meat Rou eck Sun Ky, 195. ald by Henan rh lange eins @®@ Find out What's the most popular colour? Find out. Reward Intermediate Resource Pack What's the most popular leisure Who went to bed latest last night? Find out. Who ate the most for breakfast this morning? ce __ Find out. Who's visited the most capital cities? } Who had the busiest weekend? “| Find out. Who's got the biggest family? Find out. Who travelled furthest for their holidays last year? How many people have pets? Find out. Who is going to have their birthday next? Find out. Who has been to the cinema most recently? What sort of music is most popular? Find out. {0 ssa tay, 1995. Phe ty Herernn Egish ang Teaching Tri sheet maybe potcoped ad used iin the Gs. ieee | What are you doing next week? worsres QD Ue ccte ccel ACTIVITY Whole class: speaking AIM To make plans forthe following week and arange tines and places o meet atler members of the clas. GRAMMAR AND FUNCTIONS Present continuous to talk ahout definite arrangements in the future VOCABULARY Leisure activities PREPARATION Make one copy of the worksheet for each student inthe class. TIME 2 t0 30 minutes PR 1 (OCEDURE Give a copy of the worksheet to exch stucent in the cass Teil them tha cis isa page out of their diary and that they are going to make some arrangements forthe following week Ask each student to think of six leisre activities they ‘would like t0 do during the week and to write them down ‘wherever they like in their dary, Point out the arrangements aleady written in thei diary as example, but explain that at this point they should only write in the Activity and teave the spaces marked ‘with’ ana lank ‘When they have done that, ask them to go round the class and find someone who is free w do each of the activities ‘with them. They should ask and answer like this: Student A: What are you doiag on Thursday evening? Student B: Nothing, Mm free. Student A: Would you like to come swimming with me? Student B: Yes, love to. Student A: OK, fers meet at 630. Student A: What are you doing on Saturday atemnoon? Student B: I'm going to he cinema Student A: Whar about Satu hy evening? etc, ‘When Students 4 and B have agreed to do an activity together, they should write onc another's names and the time they have arranged! t0 meetin the elevunt place in their diaries. “The students repeat the activity unl they have Found someone to do each of their leisure activities with, They. should finda different person for exch activity ‘Stop the activity when one of the students has finalised arrangements for each oftheir six Teisure activites, er eras Rese Pk © SH a, 1998 Rakes Hee ann Lge Tei @ | What are you Reward Intermediate | ana Resource Pack | doing next week? é MORNING AFTERNOON EVENING MONDAY Ice - skating with wwii Cveryone in the chads) wiry at at 2.15 at TUESDAY ne with a iz p paissiniitt ‘WEDNESDAY School tripto museum | __ i Vidleo evening ab schol = with everyone in the CLAS) ix win Weryone in the classe ar 10.30 at ar__290 THURSDAY with with with at a at FRIDAY Schovt party with vith wi verygone in the school at at ar 8.30 __ SATURDAY a with a a ar SUNDAY Bee steels > 1 -aaseetensasast with with Creryone in the Chass | yin at at_1.30 at ‘sis Gy, btRes my Henemann Ea aguae Teac, Ts ee ay egos a el win eas 4 eee One thing leads to another. worsen ACTIVITY Pairwork: reading, speaking AIM To put the stages of a relationship in order according 10 different enter GRAMMAR AND FUNCTIONS Describing a sequence of events: beforeafter + subject + verb; before/after + ing During and for VOCABULARY Stages ofa relationship PREPARATION Make one copy ofthe complete worksheet, and cut texts A and B off as indicated. Make one copy ofthe stages of a relationship’ at the top of the worksheet for each student in ‘the class and cut them into cards as indicated. Make one copy of texts A and B for each pair of students inthe class and cut them in half as indicated, TIME 30t0 40 minutes PROCEDURE 1. Give one set of cutup ‘stages ofa relationship’ cars to cach student inthe cass, Do not give them texts A an 3 yet 2 Ask the suuxkents to arrange the ‘stages of a relationship’ ‘cards in order, according to what they think is usual for their own country. 3 When they have done that, ask them to compare results, In aaclass where the students come from a variety of different caltures, there ae likely t0 be some differences from one culture to another; ina class where the leamners all come from the same cultural background, people may have diferent opinions about what is usual 4 When the students have compared their owa opinions. ask them whether they think tat the stages of a relationship may happe in different order in other cultures. 5 Now ask the stucents to work in pairs of Suudent A and Student B, 6 Give each Student A a copy of text A and each Student Ba ‘copy of text Band ask them to read the passage you have siven to them without showing it to their partner. 7 Now ask each student to rearrange their ‘stages of @ relationship” cards in onder, acconding to the relationship they have read about. 8 When they have done this, Student A and Student B should take itn tums to describe the relationship they have read albout to their partner by refering tothe order in which they have arranged their stages ofa relationship’ cards, FOLLOW-UP 1 Askthe students to pu the following actions in order, according to theie own morning routine, leaving out say that ae eleven set out of bed put clothes on pur shoes on have breakfest hnavea wash + ‘lean teeth wash te dishes brush ir put makeup on read the newspaper listen tothe news make the bed kiss members of your family say prayers 2 Ask them to compare morning routines witha partner, entreaties, 195 Feo an fg arma Faking Be oO One thing leads to another You meet one another. ® You're attracted to one another. & © Your parents meet. You fall in love. © You get married. ®@ © Sraya and Haroon both lived in the town of Kanpur in India. Sraya first saw Haroon in 1951 and she thought he looked nice but they couldn't talk to one another. In fact, young Indian men and women couldn't get to know one another before getting married. Sraya told her father about Haroon and he went to visit the boy's parents. Sraya’s father thought Haroon would be a suitable husband for his daughter and so Sraya and Haroon met and spoke to one another in front of relatives. Then they got engaged. The first time they were alone together was after the wedding. Today, Srayadoesn't think it matters if you know someone or not before you get married because life after marriage is so different from any relationship you have before. Haroon thinks his wife is more beautiful to him today than she was when they got married forty years ago. You have children. Reward Intermediate Resource Pack x You finish your studies. © You go out with one another. © You get engaged. © You get to know one another. © You start living together. ® You go on holiday together. © B During the second world war, Michel was serving as a soldier with the French army abroad, Madeleine lived with her family in Lyon, France and had just started working as a primary school teacher. One day, she read in the local newspaper that French soldiers serving abroad were looking for pen-friends and so she wrote her first letter to Michel. They wrote to one another for four years and today they both say that they fell in love through their letters. In fact they got engaged before meeting one another in person. When the war was over and Michel returned to France, Michel and Madeleine met for the first time, Now they have been married for nearly fifty years and neither of them regrets their unusual engagement. ‘Sb Ky WHR nd Henn al ane ong Ths ay be pe aad wit te is Are you in tune? worse i ACTIVITY Pairwork: speaking AIM To sce how well the students know each other by predicting a partner's answers to questions about their musical taste. GRAMMAR AND FUNCTIONS Adjectives ending in-edand ing Question tags Short answers VOCABULARY ‘Types of music PREPARATION ‘Make one copy of the worksheet for each student inthe class, TIME 20 minutes PROCEDURE 1 Askthe students to work in pairs. 2 Give one copy of the worksheet to each student in the class 3 Ask the students to wate their partner's name in the space provided at the top of the worksheet, 4 Explain to the students that they are going to find out how Well they know one another by predicting their partner's answers to questions about music: 5. Ask the students to circle or underline the answers they ‘think their partner would give to each question on the ‘worksheet without asking their partner yet 6 When they have done that, the students should take itin turns to check whether they have guessed their partner's answers correctly. They should ask and answer ike this: Student A: You think opera's wonderful, don't you? Student B: Yes Ido ‘Snident A: You sometimes tsten to classical music, don't you? Student B: No, often listen eo it ‘The students should put a tick or a cross inthe column provided next to cach question depending on whether they have guessed comectly or not, 7 When the students have finished checking their answers with their partner, they should add up their total number of Fight guesses and then read the score atthe bottom of the worksheet. ew ees RsucPatk © fy 155, Pb by ier gh ngage Tein. oOo Are you in tune? Reward intermediate Resource Pack (partner's name) | = was right Predict your partner’s answers. & =I was wrong Q What do you think of opera? A Wsboring. Is wonderful. It’s all right. Q How often do you listen to classical music? A Often. Sometimes. Rarely. Q Do you sing in the bath or shower? A Yes,1do. No,I don't. Q Do you remember the lyrics of songs? A Yes,Ido. No, I don't. Q Do you like listening to reggae? A Yes, Ido. No, I don’t. Q How often do you buy a recorel /CD/cassette? A Every week. Onceamonth. Once a year. Q What do you think of heavy metal? A Ivsexciting. I/sokay. It's dreadful. @ What do you think life would be like without music? A Boring. Depressing. Peaceful. Q Do your parents like the same music as you? A Yes, they do. Na they don’t. @ How offen do you listen to music while you're working? A Always. Sometimes. Not often. Q How often to you listen to jazz? A Often. Sometimes. Never. Q Do you play a musical instrument? A Yes,140. No don't @ Whats your favourite music? A hacen How many predictions did you get right? Score one point for each tick. Read your score to see how well you know your partner. Ifyou scored 1 to 5: You are not really on the same wavelength. Ifyou scored 6 to 9: You know your partner's taste in music quite well - or you're good at guessing. If you scored 10 to 13: You're completely in tune with your partner. (San faye Palsy veh Eehtargan Tong Take roy ke aap a aed HIN ieee | Half-minute topics worsheet @ ACTIVITY Groupwork: speaking AIM ‘To play a board game by talking about given topics GRAMMAR AND FUNCTIONS “Taking about likes and disikes. Verb pattems: 100° ing ‘Would like toflove to+ infinitive to talk zhout ambitions, hhopes and preferences Adverbs and adverbial phrases of frequency VOCABULARY Routine and leisure activities PREPARATION ‘Make one copy ofthe worksheet for every four to six students in the class. Provide dice and counters for each group. Each ‘group willalso need a watch with a second hand, TIME 3010 40 minutes PROCEDURE 1 Ask the students ro work in groups of four to six. 2. Give one game board, some counters and dice to each ex0up. 3. Before the students scart playing the game, explain how to pila asing the insructions below. Ifyou wish, you can Photocopy these instructions and distribute a copy to each roup, or display a copy on an overhead projector 4 The students ae ready to play the game, While they are playing, go round to each group and check they are playing conretly HOW TO PLAY THE GAME 1 Pur the game board in the middie ofthe table and place 2 vate with a second hand next toi. 2 All the players put their counters on the square marked START and throw the dice. The frst player to throw a six saris the game, 3 Player A throws the dice and moves their counter along the board according to the number on the dice. 4 Player A then reads the topic on the square the counter has landed on and talks about it for 30 seconds. Players should be timed from the point at which they stat taking, thas allowing them a lite thinking time before they start talking 5 Ifa player lands on 2 square with the instruction 10 ask somebody else, they should read the topic aloud to the ‘clevant person who then talks about it for 30 seconds 6 Ifa player has nothing to say onthe topic they have landed (on, they are allowed to pass and miss a turn, bux they can ‘only do this once in the game, 7 The game continues ina clockwise direction unt the first. player reaches the square marked FINISH, oy ert Rese Pack © Stan Kr 155 Rhy Heenan re argg ein © | Half-minute topics Aevard temeit oe Toone Pa LY) 23.4004 04 {7/, ot auenag op Keys sey PA oe sigs ( LaaTan04 ee 10K wg e ‘2aey nok souumesBoud Jobs you don’t, mind doing at home Jobe you hate doing athome las 432 Gy zee are af Bela yee Fis WR CESS a job you'd like to have something you'd like to their perfect change about evening at home —— ES ~ RU De yi aeporyou | aotitis ( proaremmes a love enjoy find ( youtke i’ MT “cover tal watching on q 4 A) relaxing) "televieion an kay 195 Rly Venere Cogn angage ein Ta sheet maybe eco an wth Pe cs eee | Sentences in a hat worsneer gress cree QED NOTE: This activity is not linked to the activity on Worksheet Progress check 1-5a, ACTIVITY Whole class: speaking AIM ‘To complete unfinished sentences. To pick sentences out ofa hat and find out who wrote them by asking questions. GRAMMAR AND FUNCTIONS Adjectives ending ined and -ing Adjectives of nationality VOCABULARY General PREPARATION Make one copy of the worksheet for each group of three to ‘our students in the class an cut it up into 12 pieces as indicated. You will needa hat ora box for this activity (or two ‘containers if there are 20 of more students in the cass), TIME 20 minutes PROCEDURE <1 Choose one of the unfinished sentences from the worksheet and write it on the board, lt possible ways. ‘of completing the sentence, For example Another language 1 like to learn is Chinese, Tm frightened of spiders. 2 Ask the students to work in groups of three or fous fr the fist part of this activity. Give one Set of unfinished sentences to each group. 3 Ask the students to spread out the pieces of paper, face ‘down, and to take three each, 4 Ask them to complete their three sentences in any way they like, Refer tothe examples in procedure point 1) “They should not write their names or let the stucents next to them see what they are writing, 5 ‘The students now all work together asa class. Put the hat Cor bon) in the middle ofthe room, If there are 20 oF more students in the class, divide them into two groups and pat fone hatin the middle of each group. Ask the stedents to fold up their compteted sentences and put them in the hat. 6 Mix up the folded sentences in the hat and then tell the students that, in a moment, they ae all going to stand up, take one sentence each and find out who wrote it Demonstrate this by taking a piece of papet from the hat and reading the sentence out For example: Another language Fd ike to learn is Chinese: Elicit the question they will need to ask in order to find out who wrote the sentence: Would you like to lean Chinese? Ask Several students the question until you find the person ‘who wrote the sentence. Make i clear that even though students may answer yesto the question, they ae looking for the person who wrote it, and may need to ask, ‘Did you swrite this sentence? 7 Now ask the students (stand up and take one piece of paper each from the hit I they choose their own sentence, they should put it back and take another one: 8 They ate now ready fo go round the class or group asking ‘questions. Al the students in the cass do this simultaneously. When they find the person who wrote the sentence, they should write the person’s name on the pice of paper, keep i and take another one from the hat. 9 The students repeat the activity until there are no sentences lft in the hat. 10 Ask the students to retum to their places and count the ‘number of completed sentences they have collected. The student with the most sentences is the winner. 11 Ask the students to take tin tumns to report back to the class or group on what they found out dusing the activity For example: Monica thinks English grammar is crazy Anastasia finds wet weather depressing ese need Ree Pk Sn ay. 155, abled by heen Eg Longue echin Progress check @ Seniences in ahat ford ened Resource Pack ¥ Another language I'd like to learn is . | think English grammar is ... I'm frightened of ... | Pp Hind ... 4 I would like to be more ... incredibly boring. 3 extremely relaxing. Tsay, 9s Blaby Hearn Epis agua eating THsshet ay be photcaied and ir itn He cs. As different as chalk and cheese worksheet @® ACTIVITY Groupwork: writing, AIM ‘To create a story by inventing answers to questions and writing them down, GRAMMAR AND FUNCTIONS Past simple to talk about a past action or event that is finished Past continuous to talk about something that was in progress ata specific time in the past VOCABULARY Personal qualities General PREPARATION Make one copy ofthe worksheet for each student or exch pair ‘of students inthe class, TIME 3010.40 minutes PROCEDURE 1. Tf there are more than 20 students in the class, cvide them Into groups. Stadents may work individually or in pairs. tis easier ifthe class or groups are seated in a circle or semi circle, bu this isnot essential, 2 Tell the students that they ate going to waite the story of a friendship beeween two people by inventing answers 0 some questions. 3. Givea copy of the worksheet to exch student or pair of students in the class and ask them to write an answer tothe first question, ‘Who was the woasaa?’ in the space provided by inventing details 4 When they have done that, ask them to fold their pioce of paper tothe back so thatthe sentence they have written is hidden, andthe next question, ‘Who was the man is visible. They should then give it to the student or pair of students on thir lft, 5 Ask the students to write imaginary details in answer to the {question which is now atthe top ofthe page on the piece of paper they have received 6 When they have done that, ask them to fold it as before and give it to the student or pair of students on their left 7 Repeat the activity until all the questions have been answered. Encourage the students to be as imaginative or as amusing a they ike when they are writing their 8 When the last question fas been answered, ask the students ro open ont the completed story they have received and read it If there are any words or phrases that the students do not understand or think are incorrect, tel them to find the student who wrote them and ask them to explain or corret the word or phase 9 Vote for the most amusing or interesting story inthe group or cass. ener re Pck © Sa ay, 105, bey Hoare gh angie Tah Q@® (As different as evar ere chalk and cheese crea Reouce feck When they first met, they never imagined they would become the best of friends because they were so different from one another. Who was the woman? Where did they meet? ‘Where was she living, what was she doing and how was she feeling when they first met’ ‘Where was he living, what was he doing and how was he feeling when they first met? “sn kay 1095. Rehearing Tati Teste mayb cage and wine ss. Poe I'm different now worrsree: ACTIVITY Pairwork: writing, speaking AIM To talk about yourself. a chikl and to compare the way things were with the way things are now. GRAMMAR AND FUNCTIONS Used to + infinitive to tlk about past habits, rout states which are now finished VOCABULARY Personal information PREPARATION Make one copy of the worksheet for each student in the c TIME 20:0 30 minutes PROCEDURE 1 Give one copy of the worksheet to each student in the css 2 Askeach student to choose an age berween S and 10 and to write it inthe space provided on their worksheet 3. Now ask them to write answers to the questions on their ‘worksheet from the point of view of themselves asa child cof the age they have chosen, They should write their answers in the spaces provided uncer the heading “Me as 1 child aged A this stage you may need to remind students ofthe difference between like, fook tke and be like. 4 When they have done that, ask them to weite answers to the same questions, but from the point of view of Uemselves as they are now. They should write zis inthe spaces provided under the heading ‘Me now’, 5 Now ask the students to cross out any information which is the sime in both columns. For example, if they have ‘writca football in both columns next to "What gameplay” they should cross it out, 6 Forte next part of the activity, ask the students to work in pars 7 They should take it in curns to ask and answer questions aboot the way things used to be when they were 2 chile and the way things are now by referring to the rest ofthe information on their worksheets For example: Student A: What games did you use to play? Student B: used to play with dolls at home and Fused to play running games in the playground at school Student B: What hobbies did you use to have? Student A: Tused 00 go horse-riding bur now I'm too busy. fa student has crossed out the information, they should answer ‘The same as now’ Ina class where the students come from a variety of clferent cultures, they may have to explain some oftheir answers to their partner, for example, games or television, programmes whict are specific to their own couatres, 8 Whea they have finished, ask each student to write afew sentences about the way things used to be for their partner asa child, and the ways in which they are diferent now. For example: Jao used to have long blond hair but he didn't use to have a moustache. Sr oy 195, Foie y Heer Lage oe @® [ln different now fever hiemedt tesa Po ME AS A CHILD AGED (any age between 5 and 10) ME NOW What games/play? What telovision programmes/watch? What hobbies/have? What pets/have? What music/like? What clothes/wear? What/look like? What/be like? What food/like? What food/not like? What/bo frightened of? What ambitions/have? ‘sun tay. 1995 Reka by Heenan Er arguge Ted Tse ray be ce and tn cs eee Your secret is out! worrsreer QD cant ACTIVITY Whole dass: writing, speaking AIM To write imaginary information about people by completing unfinished sentences, GRAMMAR AND FUNCTIONS Non-defining lative clauses with wito forgiving addtional information about people VOCABULARY General PREPARATION ‘Make one copy of the worksheet for each student inthe class. TIME 20 minutes PROCEDURE 1 if there are more than 14 students in the cass, divide them into groups. 2 Give one copy of the worksheet t0 eae cass. ssudencin the 3 Ask each student to write down the names of everybody in the class or group, in random order, in columen 1 of thelr ‘worksheet. If Unere ae fewer than 14 students in the las, they should write some names twice 4 When they have done that, ask them to fold ther piece of| Paper as indicated so tha columns 1 and 3 are hidden and only column 2is visible. They should give i to the student oon their eft 5 Ask the students to complete the first relative clause in ccolurnn 2 in any way they like. For example: who likes sleeping who likes chocoliie Encourage the students to be as imaginative or as amusing as they like 6 When they have done that, ask them to give the paper to the student on their let. You may need to give the students 4 3second time limit for completing each clause in onder toavoid some students finishing before others 7 Now ask the students to complete the next clause in column 2 on the piece of paper they have recived and ‘hen give it ro the student on their let 8 Repeat the activity until all the clauses in column 2 have been completed, 9 Now ask the students co tum their piece of paper over so thar only column 3 is visible. They should complete the first verb phrase in colamn 3 in any way they tke For example: ida’ use to speak Engh ida’ use to havea moustache ‘n't use tobe frightened of ying 10 When they have done that, as them to give the paper ta the student on their left and continue as before uni all the phrases have been completed, 11 Tell the students to open out the completed worksheet they have received and to read the sentences on theit piece of pape. 12 If there are any words or phrases that the students do noe ‘understand or think are incorrect, tell them to find the student who wrote them and ask them to explain or correct the word ar phrase, 13 Asiccach student to read out any sentences which are rue of particulary amusing. 14 Display the sentences on the wall around the classroom s0 that the students can ead them, rd ite Reve at Sin ay, 138 aiid yma ag ngs Tin. @& Your secret is out! pevatd irtemedite aot Resource Pack = . , | who likes — ————} didn’t use to eee ee who hates See last night. who looks like Hae i feels who enjoys would like to — ett who plays — is good at _ , | who's wearing {ef fr guastasssddaasnaseasaasesssna fF who never sings = ‘i who was born is going to + | who lives has never | who's working Insert eee eee _____, | who had ——_____—_— ‘once a week. | | who's, ! likes listening to __ 1 | who doesn't like _______, | used to —___———_— (Cau y Ty Pady Fancvon bah angage Testy Tash! mais cep nn wn he eee | One of those days worsen QD) ; ACTIVITY Whole clas: speaking. Mill dill (For detailed instructions and advice on using mill drills, see the notes for teachers at the beginning ofthe Resource Pack) AIM ‘To speak to as many partners as possible, making complaints, apologising and making equests. GRAMMAR AND FUNCTIONS Complaining: I'm soar... Tm afraid, Apologising Responding to apologies Making requests VOCABULARY General PREPARATION ‘Make one copy of the worksheet for each group of up to 12 students, Cut the worksheet up into cards as indicated so that the students have one card each. You will need to keep one ‘ard for yourself to demonstrate the activity. TIME 15 to 20 minutes PROCEDURE 1 there are more than 12 students in the class, divide them into groups. Give one card to each student in the clas Keep one for yourself. ‘ell the students that they are going to make complaints and requests using the words and pictures on their cards as prompts. Before they start the activity, ask each student 10 look at their own card znd to write on the other side who they are complaining to and where they are, Tell the students to ask you ifthey are not sure what the illustration fom thedr card shows For example: Waiter or waitress in a restaurant Write example dialogues on the board indicating the language the students should use. Explain that Student A's ‘complaint and request will depend on the words and picture on their card and that Student B's response will Vary lightly depending on the situation as written on the other side ofthe card For example: Student A: Excuse me! I'm afiaid my soup is cold, Student B: Pm very sorry, sir/madaen Student A: That’ all ght, but could you bring me another bowl please? Student B: I'm sory, but you ve given me the wrong change. Student 4: Pim awfily sony, sit/macdam, Student B: That's OK, but would you mind giving me ‘0p more? Demonstrate the activity with individual students. Tell the studeats to hold their cards so the picture is facing them, and the side they have written on is facing thelr partner. Ask several pairs of students to demonstrate the activity to the whole class, using their cards as prompts, "Now ask the stuccnts to go round the class complaining, apologising and making requests with as many different partners as possibe, using their cards s prompts. In this part ofthe activity, the students practise making the same complaint and request several times. ‘When the students have finished, ask them to exchange ‘cards and to go round the class again, this time holding their cards the other way round so the word and picture prompt is facing their partner. The students take it i tums to make complaints and requests sing the prompts on. their partner's card. In this part ofthe activity, the students ‘make different complaints and requests each time they ‘change partner. ‘The students continue in this way untl they have spoken tos many different partners as possible, earnest esc Po © Sine ay, 1985, ABN Haman rh nag Teng @ One of those days Aeward termediate _ % Resource Pack * a soup cla wrong neater in hotel change room not. another bowl 50p more || CCIE repair it nl = {mm music too loud tape not loud bought a Ws Ket te enough book ~ pages turn twp | another one ordered coffee this room too bought a not tea small pullover ~ hole init RESIS 2 cup of coffee anew one i = bought a pai | room of taxi driver driving too fast ight ‘trousers — too smoky [G aua ay 1298 Puothed by Herron Clon Langunge Teaching Tissheet yb phetocapies and ued win Pe as, DOMINCES Worksheet Progress check @® ACTIVITY Groupwork: speaking AIM ‘To play a game of dominoes matching adjectives anc their ‘strong’ equivalents and homophones GRAMMAR AND FUNCTIONS Adjectives VOCABULARY Adjectives which have a similar but stronger meaning: angry ~ furious, cold - freezing Words with the same sound but a different speling and ‘meaning: beeck: - beach, through - threw PREPARATION “Make one copy of the worksheet for every four or five students in the efass and cut out all the cards as indicated. You may wish to photocopy the worksheet and stick it onto cae TIME 2010 30-minuses HOW TO PLAY THE GAME 41 Player A puts down any one oftheir dominoes face up. 2. The player on thee fet must then put down one of their dominoes, making sure that one ofthe words on their domino matches one ofthe words on either side of Player A's domino. For example: Domino A: threw / angry Domino B: either through or furious PROCEDURE 41 Explain to the students that they are going to play a game ‘of dominoes matching adjectives and thei strong ‘equivalents, for example angry’~ furious, and homophones, for example, through - threw, and thatthe object ofthe ‘ame i to get rid ofall their dominoes. 2 Ask the students to work in groups of four oF five and give cach group of students a set of dominoes. Ask them to deal ‘out five dominoes each and to leave the rest ina pile, face down, 3 Before they start, explain how to play using the instructions below. If you wish, you can photocopy these instructions and distribute a copy to each group, o display a copy on an overhead projector. 4: The stadents are ready to play the game. While they are playing, go round to exch group and check they are playing correctly 5. When they have finished a game, they can shuffle and play another round, 3 Waplayer cannot put down one of their dominoes, they. ‘ean take a domino from the top ofthe pile and put it down ifthey can, 4. The winner is the frst player to get sid ofall their dominoes, ena tm er Pah © Snr ay, 188 Rb Hee ih Language Tees Progress check @® | Dominoes feward insrmedate eee : Resource Pack weight eee Round the world in ten minutes worksheets @ and @ NOTE: Use Worksheet 11 and 11b for this activity. ACTIVITY Pairwork and groupwork: speaking, writing AIM ‘To talk about things you've done and things you haven't done yet by playing a board game. GRAMMAR AND FUNCTIONS Present pestect simple: already, yet, sil VOCABULARY Leisure activities Countries PREPARATION ‘Make two copics of Worksheet 11a (destinations) for cach, group of 4 or 6 students in the class. Leave one intact, and cut the other into destinations cards for exch group. Make one copy of Worksheet 11b (map) for cach pair of students in the class. Provide dice for each group of students, TIME 350 45 minutes PR 1 OCEDURE ak the students to work in groups of 4 oF 6 and to work ‘with a partner in their group. Give one copy of the destinations sheet, one copy of the

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