~~ 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. 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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