REBJARD Communicative activities for students of English Susan Kay The Lake School _ of English t
\lacmillan Hcincmann English Language Tcaching Bctuc=n Tou'ns Road, Oxford OX4 3PP A dirision of Mecnriltan h-rblishers Uoited Companies and reprcsentativc *uoughout thc mdd $BN O 435 21249 0 Tcxt O Susan l(ay and The kke Schod of English 1997 Dcsigrr and illustration @ Macmitlen Publishcrs Limitcd 1998 First published 1997 Heinsna$ is a EgisrcGd tndmrrt of Rccd Educrdsrd & froftsdond hrblishin8 Uettgl Permission to copy Thc matcrial in this book is copl'right Howcvcr' rhc publishcr grants permission for copies to be madc n'itho$ fee on thosc pagcs markcd s.irh rhe PHOTOCOPIABLE qrnbol. Prhate purchrscrs ma1' makc copics for their own usc or for usc by classcs of q'hich thc-v arc in chargc; school purchrscrs may makc copics for usc within and by the staffend studcnts of the school onl'" ThL pcrmission does not cxtcnd to additional schools or branchcs of an insritution, rvtro should purchasc 3 scPatltc firaster copy ofttrt trook for thcir orvn usc. For cop:\ing in fft odrcr cirorsrst2nccs, Prior pcrmlssion in sliting must be obnined from Mmiltan Pubtisbc6 Umxed Designed b1'D&J Huntcr Cover design b,v Srefford & Stafford Illu$rations bt Nmc]'.{nderson. Cath-r' Balme' Kathy Baxendalc' Peter Bull,Joan Corlass. David Eaton, i\trggic Ling' Gitlian Martin' Ed Mckuchtan,Julia Pearson, Simoa Smith and Gary Mng. Author's acknowledgements Thanks... - to all the tcachcrs at The lalic School for tr''ing out thc actir'itics and giving individual fecdback. - to Alyson Masliell for hcr thorcugh and efficient cditing- - toJeffiy Hunterand 3hc illuscators for bringing the workshects to lifc' - to Simon Grcgnall, Catherinc Smith and Angcle Recliitt for thcir support. Printed and bound in Great Britain by Martins the Printers Ltd, Berwick-upon-Tweed 2009 2002 2001 2000 10987654
Contents llesdrci'."1 'GouPmrt SFldot - Gmc frme Grammarandfunctions (mins) Saying the arra6 of comtrica SpcrlCng ., Comul'cllimt:sbintrodKing ,..,i.-.':!:'i4; PcoPlc l(Flt . PrckntsimPlc rob€ .' '' dan . Introducdons Spatdni -, ^sllsgzodtrswaing gucnions - 1.,o,;:'.i- - i+:4i *--i Givlng pcmnd infoamadon ".: QErioG widoutz qucstion ,,, rcrd t Vlas B &'- 1 lrr.ttr: i \gholc ds ., '.,,:-'r : Spczung'i Addog.nd stintwhc thinSt ,.:-,.-ii::t e . N€rtiv6 -ShonM Thaels/arc ',l rIoumanyJ / Prep6itloGofpha: ttf ot! ' unda,nar 20 Prgrscbcckl-t . Itulo.tgot'l, vholc clzss Spc2ldrg Astisgmda'swdingqu6tiotr . .:; fr-{{) Ea7/rswgot Haw)pu gol*? Shonffifet ItuwliIo,t tu@n'L PcrlomliDfoffitim P€mEtpocccssic I 6PtuMt Grupsork Spakhg Tdtingabour rhc hnily Possive 3 Mobcrsofthc&moy 7 Vrnartr'uhae P{trort Askin8sdNsingqu6tioN 20 Pffit simplc for rcutin6 Prcpositios of timc Roudtrrcti"irtor. Vritln8 - ._ Spcaldnt E aod& .ltott dnibM " Paisort Spa$ng Askingmdans*ringqucsrion5 30 writint adwitingdffiiptiotr Dcscribingmc Thefri{an Is thq€ .-? Are lhm ...? hm. adant Rooos and irnltu -..vholechss Vritlog Cooplctbglch{tmd6kisg Speklng mdmai:Eqrctions 2O-3O Pr€*ntsimplcforhabi6and routincs l7h- qwsdoG Hou .lo ),ou .-? lrd pcrson singular noutlncrthrirlB j -. :. losgtt*fratnatst wholc clls spaffag @mplcri4udttisbcdscnErc 20 ztdskirr8rdffidng $E*bns Tdking rbout lik6 nd di.likcs EY€ryday rnd lctrrrc rctivitica Prcgrtssdtcct 6-f0r '.od6-r0b Ub6dmdt Radng E@rdErtr Sp.afhS Goupwork 30 vcilr rnd Ino collcrriffi ErE dayrtilfiG llMlyrd* Pzlm* $pshnS Qr6tioffiirc Pructrt simplc rsking how often EE ldrf rltols shonNcrs Advcrbs of frcqmcy - .t 12Tnttd Prim* vddag Pudingsodsino{d.rutdsldnB 30 SpqldnS sld nnss€ring quc*ionr Prsnr simplc qudtions Tatking rbow tnrcl Msof rruport I 15@r1atm&a @hc? Vholc chs Spaldtlg MiU dril rt Canlnu.-l Yes, I can./]io, I can'tErcrydaf sdlc!re activitkt l4atrdlf.Vrs.4 Prlsotk Ihrynmbn@ Spcrking Asldngendsnyingwhcreplacc 20 N VttE can I -? Ihn'sa.., PrcpotitioE ofphcc Asking for tnd Siring dicctiotr ShoF2ldtmn 6clliti6 Itvrutffildst? wbolccjN sFldn8,lliming 30 Pl*ntconrinmu EErydrtrd lci$re acriYitis Progr6dcdr f l-fg P:isodr rd rr-r'b W.h.qm6 Soa&1ry AskingodNaingqusios 20 Then is/an *, I{An thm --? Ilw mdnt-? Soma aid anl Pr€pcidorE of phcc Plt'srt cominuds Thc rniclc 16HMusta$ ,ell@ vliolc.chss Spa&lng :ltiu drill l5 V6/aa Vhal t6 lt lika? lP'd& rssoctrrad sith holklzF 17. Ecalth stlxl Sholc clart Spqldry Sunq' 30 Counrablc rnd uncomllblc rcuG Sone nd any Food.rd drin& lfuVratMav&? vholcchs Speldng )till driU m Arking for sd maliing s!{a6tlos trisrniriria lA P6 Fablo GrcupEo* Spceklng Pidrc 5.ory Roding 3O--iO Pst simPl€: r€gubr rrrbs l 19 vtvt an )oa lk? Grcup*'ork Vritint r$ riring a dsription lo Tr0i.in8 dxrut rppqunc( Adiccah'o to dffiibc app'anncc md chmctcf Phlrilrlfsm nA holida! Piis ork Spsrking Cucsing md ch(lin$ lo Pcdicri{rns F$ rimpls incgulsr vctbr l'cdlr., q!$tion! rnd .h(rd lnss'cs lcsultr trrtJ \trbi asffirtcd silh holtd$,' t \._
! t i I i fime (mins) Grammar and lunctions Vocabulary Workrhect -.- f!nr!:th. {lni t.,..1 ! Fud t'u: r-:?.r::rr Slrllr AcitvltY \;<)ilti ili* .,n.1 llrN cnna \r(rt('nt 20 limpl( pN:kguht rod ir!'guh: Gcncnl rcrbs li,/rrrr qrrrittns C6n'Jblc sd unc(|mEttlc n,runr Sortn md al.t' u riting- $kins sd s$tritlll r qusliont to comPl*c a rcrr io-6o Pa{simpk ll?r- ql$ioL. Lifc hisrory :te lri:lb |lnlnta l'r.a ,,r Rsdins \I nring SfEIing 2O-lO Drtd E\pffisions of dmc Gsrnl 22 |uu! Ya* ulr- u :t 'i( ( k" Streling Complcring a chan Spskhg Dsribin8 PcoPlc 20 D6cribin$ pcoplc PGst conlinuous or Prcscnt siq*c hcffi ofclothing :-{ IrufiAt ,{crins of rlE fzc€. hands rnd trxry ! ltrtn M t I{inF! t, do' u.l'olr clss Spa&ing Niming 30 G(irrg ,o + inlinid$ Etcl'&yudlcim rthitics l5 t'd lilr u i{:".av'\ t*s rllolc cbss Speking Mill drill r5 OlrcF md Gquslr V'o,tld tikc Askiog el s)lng hos'much Food ed drit* Pra8'sclKl2f-5 ultolcclss Vlm ditllos lost-? Spcating Asking Dd es$'qing quc$ions f 5-20 Simplc pst: itrct$l{ rsttxi S7ts quc$btrs E\ptwio$of dmc Errqdr.r md lcislt€ rcrhi(Gs Rading G2mc Spcddng I0-15 Collocrrim hffiof shoppin8 26'ruN Paifnorl 2itztd27b l& and lund Grcuprork SpctLing A dsribing Srmc .20 Dcscaibing obiccc Adicrir6 to dsribc obieds trlrrcrids 2aOrct! Prin'ork Group*'orli \Yrfting Spcafing writing compbinrs abour h.alth 30 and ed\ics 't.. Astin8,ztd szring b6' lou fccl: , Iel - f,$' - hurts, I'tY got ,.. S.rmparhi:ing nd gniag edricc: dmt4sttouldnT Adiccrh'cs to dcscribc hoE lou fcl Nous for lllnescs 30 e-omF xiec $d $Frlerirt fodrs of stpn ldicrrivcs g'odd frds zgtz dzgbwodA qrE Gruupt'orli spealing Gamc 50 Find tte Ptant.drt U'holcch$ th"m&,- Spc*ing Asking aod :os$'cdns qEsti(ros l5-2O Companirc ehd sJrrhtirc fffi of longs ldicctit's AdFctiIs to dcscrib< pcoPlc, cvcq'deY lctilitics end lcisut€ ectirlti6 Progrs drcct<25--10 Groupsorl: Writing Gamc Spcling 3o Cispefltilc foffi Thlnhotauo^r 3l Grc t EFaa ullole clas I(tritin8, Writing tnd Sucssing Spaking 20 trtust, musn', Gscnl S2Hatpyot ew.J Groupssrli Vriting Gemc Spaking PlKil perfcct to talk about apcricaccs Pas[ Smplc to nlk ebout a dcfinilc dmc in dtc p2.$ Pan Plfticiplcsof agulr ud incguler verbs (fr U'holc class Spsling MiU drill r5 Prcsdil pcrfcrt to t2lli tbout lecctrt srils:rzsf mdtet tifE jLi.- Spa*ing AtkingudNsingqucstions $-m tnfnitiw ofpurposc Roudnc :ctirties i4 Pur?@Julduitia \Fholccless Vriting Gucssing Spsttutg 20 Adr€rbs Adrcrbs I t Et"6tday acth'itics t5!doltmlu,6! Painott Progrs dtc{t 3l-15 Cwnd Spc2king Crossword Ifriting {0 Inff,itirc of purposc Erc4'd.t obicclt Pl2c6 Pain'ort 36Ttutdbmtn$ Grcupwor* Spc.king Gamc r5 Coloedon Vords ?sJociatcd sith rail md 3it rravcl 30 Futurc simplc for PEdictiotr Instructions Gcndl 37 hedtdograrn vtiolc clrs w'tting Gemc Spa&ing 3ADidlwaknouJ Grouptott Spaking }tarchingtwohah€of*ntcnccs 20-3O PrcscmmdPastPassivc lnmdoru md othcr wodd f1c{s Rc2ding 30-40 ncponcdsPcech:stttemsts ...sldlhat+ cl,tJs Crgrcnl 3r.and3gbAal5 $nry Pritrork Groups'ott Spa*ing.Surecy WridnS lOTeAtawEmtP- .GrcuPnpdi SpaEng Boadgmc 30 Tcnsc ricw cocf,l Progr6s ch€clc3g0 Findthefrlstab , Spcelung ldcnli$'ing md conccdng mistalta Peift-or* 30 Ro'ision Rliston
o Notes for teachers a The Resource Pack This Resource Pack for teachers contains about 50 communicativc practicc activities for Elernentary studcnts. It is designed to be used with Rstttard Elemcnary Student's Book, but can bc uscd to . zupplemcnt any course. The re is a widc range of activities, which provide practice in speaking, reading and qriting. All the activities have becn tried and tcsted many times in thc classroom. You can use the activities in diffcrentways: . to extend lcssons from Reruard Elementary Srudent's Book . to rcvise specific structures, language orvocabulary later in the course . to supPlement anycoufrie If you are ns ing Rant ard Elementary Student's Book The Resource Pack provides at least one practice activityfor each Lesson and Progrcss chcck. Thc numbers on thc Vorkshcets corrcspond to the lessons in thcSrudent's Book. If you are not usiog RerrardSnrdeat's Book Use the contents chan at the front ofthe Resource Pack to sclect the activiry you want to use. How to use the Resource Pack Each activityin thc Resource Pack consists ofone photocopiable worksheet, with Teacher's Notes on the back. (Occasionally therc are two wdrkshects for an activity.) The workshects in the Resource Pack are hole-punched f91 filing. Whcn you have selcctcd the activityyou want to use, carefullydetach it from thc pach and drcck the Teacher's Notes to 6nd out how Iong the activity yill take, and what preparation is required. The Teachcr's Notes providc stepby-step guidance, ensuring that less expcrienced teachers, or those with lirtle time to spend on preparation, can use the activities easily. Thc workshcetshave been desigrred formaximum clarity, even whcn photocopied. However, if you have the facilities to enlarge your photocopies, you may find this usefirl, cspecidly in the case of Picturcs or board games. Some of theworksheets require cuning up into caids . (for example, dominoes, mill drills, bingo). \tre suggest thatyou stick the photocopies onto card before cuning them up. Iaminating cards will also give them a longer classroom lifc. lfhen cuning up the worksheets, remember to cut up the photocopy and not thc ' d.igin"lt Put thc original in a folder or ring-bindcr, or put it back in the pack. Oncc you have cut the cards out, put thcm into envelopcs and write thc title and activity and the number of cards on the front of thc envclope. Somc activitics require multiple sets of cards. With these , it is a good idea, when you photocopy qch sct, to put a different mar*, oruse a di.fferent co[gured pcn on the backof each sct. Thiswill avoid confusion should the scts bccome mlxed up, and will also make it easicr for you to chcck the numbcr of copies per set. Store each set in an cnvclope, as above. t l I
i Milldrills '| Thcrc'arc sc'r'cral mill <trills in the Resource Pack' You can also usc some of the cards from othcr activities for rnill drills. \I'hat ls a mill drill? .{ mitl dritl is an interacdr-c n'a1'of drilling oewly prcscntcd tanguagc, using cards with picturc or n'ord prompts on one or both sides- It fulfils the funcdon of rcpctirion and substitution drills. As the name suggcsts' the srudcnts 3tand up and'mill' (circulate) around the class, intencting rrith scvcral panners. A mill drill is an ideal s'ay of proriding controlled practice of a new structure or function after initid prcsentation, because it gives students the oPportuniqv to repeat the same language u'ith seteral different Partners. 'rtre beneits of a rnill drill.-- for the student The presentation stage ofa lesson can be rather r teacher-ccntred and stadc' A mill drill makes a rx'elcome change offocus for both students and teacher' It makcs conrolled practicc more communicative and enjol'able for students and basic reperition bccomes more stimulating and acrive . A mill drill czn dso be reassuring for less coofdent $udents' not only because the studentsarc solely dependcnt on mecbanical repetition and substinrtion, but also because they are not required to speak out done. Ttre benefits of a rnilt drill-- for the teacher Mill drills differfromconventiond drills inthat theyare student{eof€4 providing an invaluable oppornrnity for the teacher to monitor individual snrdents' rveakoesses, particulady pronunciation and intoftrtion' How to do a rnill dlillpilSyour class There are instructions for each mill drill in the Teacher's Notes on the back of each milldrill worksheet. The basic procedurc for doing a mill drill is as follows: Preparation 1 Photocopyttre worksheet and cut out the cards as indicated- With a large class, divide the class into groups and make'one copy of theworksheet foreach grouP. 2 Give each studerft a card. It is not necessary to use all the cards on the worksheet, so if there are fewer srudentsiothe clas-sorgroup than the numberof cards on the srcrksLet, lcave out ttrc surplus number. Some cards have a Prompt on one side only, s'hile others harc promPts on both sides, so follow the instructions in the Teacher's Notes careftrlly. Derrroflstrcttiort I Tell the studcnts that thq'are going to spend l0 to 15 minutes practising the nes' languagc and thar 1'ou are going to demonstrate thisr Gire onc card to each student in the class, and keep one forl'ourself. Sclect a sample didogue (as suggested in the Teacber's Notes on the back ofthe rvorkshcet), and n'rite it on the board' prefcrabl.v eliciting thc language from the studcnts- Indicatc the part of the dialogue to bc supplied b-v thc picure or word promPt on rhe card. Forexample: Ir: Do 1,ou ltke readittg? B:Yes, I do. A: Sa do I. 3 Exptain that this language n'ill change according to the prompt on thc card, and clicit suggcsdons for this. ForexamPle: Do you ltke reading? Ple)lingtennts? uriting letters? 4 Show the students how to hold their cards. This is important becausc double'sided cards must be held in zuchaway thatwhen snrdents are talkingto a partner, they are both able to see cach oiher's cards' The correctwaytoholda double-sided card. ' - ORDER Thewrong card. t {oct t*b1) \ 5h.t e ?il*. J lc, ff-T way to hold a double*ided Tfi CHAOS
i , 5 Choose a confrdent or extroYert student to demonstrate the activity with you. Thco ask two or threc pairs of students to dcmonstrate the didogue' Studmts do the milldrtll Askallthe students to stand uP andto go round the class or group, repeating the dialogue with as many differcnt partners as possible, and using thcir cards as prompts. Some mill drills have two stages involving either turning the cards round, or exchanging cards with another student, so that snldents get the opportunity to make new responses. In thesc mill drills' tell thc $udehts that they should stop talking when you clap your hands and contfulue once thcy have made the necessary change. A mill drilt is a controlled practice activity and it is imponant that studenc use the language accurately', Therefore, while thc $udents are doing the mill drill' you should circulate , listening and correcting studtnts' mistakes in grammar and pronunciation' Pairforming The picture cards onsome of the wortshcbtscasbe uscd for a pair-forming activity, as follows1 Make two copies of thc worksheet and cut out the picnrres so ttrat therc are two identical picnues for cachpairofstudensintheclass. t 2 Shufflc thc cards and give thcm out to thc students' Tell the snrdents not to show their cards to anyone elsc. The snrdents ttren stand up and go around the class, asking and answering questions about their picnrres until they find the student who has the identicdcard. You cao use this activity as a way cif putting students into pairs for another activity. You can put $udents i'tto groups in a similar way, by making copies of the same picnrre for each studcnt in a group. Pelmanism The picnrre cards onsomc of thc worksheets can be used forpelmanism (a matching game)as follows: I Make one sct of cards for eacb pair (or small group) of students and $ve each group the cards and an equal numbcr of blank cards. For cxample, if there are 12 .picturc cards, give the group 12 blank cards' 2 Ask the students to write a sentence on each blank card to match a Picnrre card. .e 'l ForexamPle: pic$re card sentcnce 3 \ghen ffim thcy have done this, ask the studcnts to sprrad out the pic$resfacc down, andspreadoutthe sentenccs face down, separately from the picrures' 4 Now ask thc students to take it in turns to Run over one picture card and one sentence. Ifthe tcro cards match, the student can keep them. andplayagain' If thcy do not match, the student tums rhem back over, and the ncxt pla.ver rep'cats the procedure' 5 The game continucs in this wa,v until all the cards havc becn uscd up. The winner is the student with thc most cards. $ b
Stress dominoes Rs^rard Elementary Resanrce Pack . . .. ,r.i.rj: r ,..- t rI AMERICA ? I II ett I I'EI{MARK PORTUGAT BULGARIA ,,:\ 118 O Ma<millan Publisher: Umited 1997. PHOTOCOPLAELE
Shess dontinoes workshee, O ACTTVITY , Groupnorli: spcaliing AIM To ple-v a game of dominocs b-v matching names of counries n'ith thcir stress Paneflrs. GRAMMAR AND FUNCTIONS Saying rhe nanes of counuies : VOCABULARY r*ames of countries . PREPARATION i llake one copy of the worlshect for cach group of three I students. Provide scGsors for cach group. i TIME : 20 minutcs ,. q PROCEDURE : 1 Ask drc snrdens to call out tr namcs of the counuics tho : come from and s'ritc tltem on the board. If you have a ' monoculnnal clzss, ask then to call out any names of i couotriesaroundtheworldVriretherelevantstress : patterflsnaxttoeachname. : 2 Askthestudentstowodiingroupsoftluce' : 3 Give onc copy ofttre workstreet to each group and ask I thcm to choor one memberof the group to do the a rrriting. i 4 Explainthat thgvare goingtoplaya game of dominoesbut : that before thq' can start, trey have to write in the suess : patterns for the rumcs of &e countries in boxes i to 72' a ioint out the na.v the dominoes are arranged and explain ; ttrat ttrey arc numbercd on the wortsheet to show n'hidt 1 name gocs wittr which srress paneIIL pemgnsEate this : using ttre ernmpleswhich arc alrcadyflled in on the wortsheet 5 Noq'asli ttre sardents to n'or*. in &eir groups, sriting the $ress pa$crns in ttre boxes madied 'B' on thcir n'odisheet- $hile thq'arc doing tris. go nound to each group and chcck that thcir $ress Pa$ems are colrcct. Ans$-er questions and oficr helP. The corrcct aruwers arg 5BandgB I I I 6Band 108 I f TBandllB I I 8Banoi2ts I I tI 5 When ttrer have finished and,r'ou are sadsficd that $eir $ress panems arc correct, givc each group a pair of scissors and ask them to cut tttc dominoes out as indicated. Makc surc that students cut offthe numbers above the dominocs. 7 Before thel sun theirgame ofdominoes, explainhowto plav, using the instructions bclow. 8 The snrdents are readl ro plal the game. While thel'are pla$ng, go rowrd to each group and dteck thq'are pla.ving correcrll'. 9 Wheo ttrey have fnistred onc game, they can shuffle and play again. OPTION Ask the sudents o add some dominoes of their own using some of the counuies you wrote on the board in procedure point 1. Make sure thrt for every countr-r- ttrere is a matching *ress panem and that matddng pairs ar€ on s€parate dominoes as on ttre wor*shect' HOW TO PLI\Y THE GAME 1 Shufle the domir{oes. 2 Phyegsukefourdominoeseach ? Player.lputs down any one of their dominocs facc up. ''4 Thc player on Haycrts Ieft (PlayerB) must then put -1 down ooe of their dominoes, making sure that the namc i on ttreir domino matdres the stress Pattem, or *re stress :a panem on tlieir domioo matches the name, on Player A s "4:-- domino. The players uke it in tums to add dominoes inthis way. If a trll9r ggollyt down o1e o{thcir dominoes, they miss a ftrtt. 7 The first ptal'er to gct rid of all of thcir domiooes is the winner. 5 6 O Macmillan Publishers Limited 1997.
Visrting cards : lt" Reward Elementary Resource Pack , !:'+".r:.' I Ms Jane Baker English Teacher tle SyCney Bd, Fawkner, Melboume, AUSTRALIA Tel: (61) 3 534 0524 O.Macmillan Publithers timited 1997. x ri Mr Simon Shepherd Engineer l0l 5th Avenue. Los Angeles USA Tel: (310) 245 ll22 ffi uricio Cr{A (musician) Rua Marichal Mascarenhas de Moraes l6l1402 Copacabana, Rio de Janeiro, RJ - BRAZIL 21.523.s100 Budapester str 45, 1(n&7 BERIJN, Germany Tel/Far: (49) 30 269 91 3l Ms Francesca Riva. Journalist Vide Y. Emanuele, 3 - l{lfil Bergeno - ITALY Tel (3t) 035 2s 68 Zr Fax p9) 035 24 38 22 9/32 Cbaran sanit wong 47 Rd BA}IGKO.r IIIAII.AND (02) 434 3350 Am Guggenbcrg 10, 8053 Zii'rich' S\rTfZERIrrND Ms LUCTKASER Trxi Drivcr TcI 01/J81 88 23 ACTOR Mr ROBERT ALLEN aq t1 HorburyCres.. London Wl t UK TelOlTl 346Tnfi PHOTOCOPIABLE
t I Visitittg cAt'cls worksheet (@ ACTIVITY \Yhoteclass:speahing I AIM To introclucepeof,e to onc another, gh'ingpcrsonal informarion. . GRAMMAR AND FUNCTIONS Prescnt simple lo be a/an Inroducdom. '- VOCABUTARY Jobs, nationalities PREPARATION trtalie onc copy of tre q'orlshcet for each group of up to ninc I students and cut it up into cards as indicated There arc frr'e i cards vdth male names (,ltr) and frve with fcmde names (Ms) i for you to droose from. If there are more students in your class ' , than there arc cards of ooc sc:i, change the first namcs and ', dtlc on thc appropriatc number of cards before 1ou give thcm 1 to the students. Keep one card forloursclf to demonstnte the : acthity. TIME l0 to 15 minutes t . --.i+i-"t.e:ry:g < z!. --".. '.--.. a PROCEDURE 1 If thcrc are more ttran nine srudents in *re class, diride them into groups. (Wittrin those gmups, the students sill bc rorking rnainlv in thrccs.) Give one card to each student in the dass. 2 Tcll ttre studena tlut thq'are nos- thc pcrson on their visiting card aod dnt tirq'are going ro practir introducing peoplc to one another. Tell tlrem that dre titleis there to indicatewhetrcrthc person is male (!.tr) or fcmalc (Ils) but theydon't bave to sq'the tittc*'hen thq'introduce trc pcrson3 write an cxamplc didogue on the boald This is m1, friend Ana C*tnez She's fum Spain. She's afilm director. 4 Demonstrate thc aahitl with tw'o students. IPrite on thc board: StudentA introducq Student B. Student Binndtrc Studeitt C . SfitdmtCinfipdrcqStudmtl Forthc dernonsratiorl you arc SrudentAand 1'our two " pafincrs arc SnrdentB and Sndent C. Asli*rem to hold thcirvi$ting cadsug facing out Scad the information oo Studerit B's visitirg card and introducc trirn/hcr to Studcnt C. Snrdents B and C strould then shate bands and sal' .F/ettro. \Phen you have done tlut" ask Studcnt B to introduce Student C to you Shake hands with Studcnt C alrdsry Hello. Next, ask Studcot C to iotroduce you to Student B. Sbakc hands with student B and sa1' HeIIo. 5 Now ask the srudens to wortwith two other students frrom thcir goup and to decide who is A" B and C. If the class does aot divide oractly into groups of three, makc up the nurnbers with groups of four. 6 Ask the snrdents to holdttreirvisiting cards up and ukc it in tums to introduce one anothcr. ti. 7 Whcn they have furished" CIk ttrem to form ncw groups of ttrrcewith two different surdens and repeatthe activity. Makc sure ftcy dl bave dificrcnt identities. 8 RepeatprocedurcpoiotT. oPTtoN (1) You can do ttris activitywiththe students sitting down io a circle. Moving round the circle in a dodrwise direction" eadt snrdent introduces thc snrdent on tlieir right to the snrdent on their teft oPTroN (2) : Srudcnts introduce themdves to everybody in the class, using the information ou &eir ownvisiting cards - " I'm Ana Goma. Imfrcn Spatn end Im afiIm director- . @ Macmillan Publishers Limited lEt7.
Friends e HRSTNAME il [,''l =il=G:G , I l7 t Job Age Sumame I Where frtjm? Married? C Macmillan Rrblishers Umited 1997' PHOTOCOPIABLE
Friencls worksheets @ .*o GE 1.3;:. tJse 1','3:.:5-ii'.s 3a and 3b for this activity' ACTIVITY t lhirtvorli: sPcaliing AIM lb ask and anss'er quesdoru about friends. GRAMMAR AND FUNCTIONS Giring persond infonnarion Quesdons r*'ithorn a question n'ord Negadves Shon answcrs VOCABTJI.ARY Persond information PREPARATION trlalie one cop.v of \\ orkshects -1a and 3b for each pair of snrdents. , -rt TIME , 20 minutes , ,,t.. PROCEDURE t Draw three heads os rhc boad, numbered I to 3, and write the name ofa ieal ftiend of yours ne:c to e:tctr one tn random ordcr, writc ttre following information about each friend arbund the hcads without indicating wtrich piece of informdoo goes s'ith which friend: iob, agq sumame, vfi€e thcy arc hom and whether they are maiiedorsin$c; , Forepanl?le t_.r 2 Tell the srudents that these are real friends of -roun and that drq'are gohg to fill in the details under each hcad b1 asliing 1ou quesdons. Thq must onl1'ask qucstions rcquiring the an$t'er res or no. Thel' mus complete thc informafion about penon number I beforc going on ro pcrson nurnbcr 2. Foreiamplc: I - Pete Srudent: Is Pete a doctar! Terchec lbs, he is (\Yrite docfor in the space Prorided under Pete's head.) Studcnt: Is he 45? Teaclrec Xet, he ist l. Studcnc Ishe 36? Teachen 1 es, lrc is. (\i'rite J6 in the sPace prorided under Pete's head.) C,ondnue ansn'ering the sntdents'quesdons until 1'ou hale filled in all $rc dsr'il< about person nurnbcr 1. Rcpeat the procedure to complete informadon about pcnon numbcr 2. The studenr will be able to gir-e 1ou the information about pcrson number 3 s'ithout asking questions. The studcna can thcn asli 1'ou other questions about 1'our friends if thcy likc. Now ask the snrdents to wort in pai$ of Studeot A and Studsrt B. Give a copy of worlshect 3a to cadr Student A and a copl' of Vodrshcet 3b to each Student B. Tilt tlrcn to imagine ttratthese are photos of three of their fricnds ordatives and askthem to put theirfrst names in ttre qpaces provided on theirworlshecc j . Now ask them to write the following infonnation about eachpcnon in random orderin thc boxes on the workheeg without indicating wtridt piece of infoimation goes withwhich persorx iob, age, sumame, wherc ttt y.t from and whettrcr they arc maaied or $ngle. They ndust not writc the information in the spaces f.rovided undcr eachpcrsonyet 9 Vhcnttrcyhavc donethat, asktlresnrdents to exctraoge wortrshecl and uke it in turns to ask and answer { questions aborn thet partner's ftieods. They shoutd writc in the deails about ttrcir paqter's fticods in the spaces provided on their partnet's wodcteet OPTION Do the samc aah'ity using rcal photos of the snrdents' friends orfrmily. l.i. O Macmillan Publishers Umited 1997.
Reward Elementary @ Friends Resource Pack FIRST NAME , rl hl I I -' t_tl\ Job Age Surname Where from? I vanieoz e Macmillan Publishea timited 1997 PHOTOCOPIABLE
@lMernorytut Reward Elementary Resource Pack t I C Macmillan Publishers timit€d 1997- PHOTOCOPIASLE
', Atlemaff test worksheets @ ^ o@ NCTE: Use \ty'orksree- ja and 4c for this activity. ACTIVITY Pair*'orti and gpupnorli: qpcaliing I AIM To look ar a picnrre for a shon dme and ro memorisc as manv detiils as possiblc GRAMMAR AND FUNCTIONS ThereMare Houtnany.J VOCABUI,ARY Oftcc vocabulary PREPARAflON l\lake one copy of \t'orlsheets 4a and 4b for even'four students in the dass TIME 20 minutes PROCEDURE 1 Ditide the class into Group A and Group B. ' 2 Asli rhe snrdents to rvorli q'irh a parmerfrom the same 8xouP. , f Give a cop,v of r$fo*shcrt {a to cach pairof snrdents in I Group A and a cop-r of \Forldreet ib to each pair of s$dcnts in Gmup B. The.v mus not shos'thcir picture to : studcns A,om ttre othcrgroup. : 4 Frrplainttnt thcyarc goingtodo amemoq'tcsrbl'looking : at the other group's picrurc for a shon dsrc and : rcmcnrbcring as manv deails as possible. Bur bcforc ttrq : do tfiis, they arc gorng ro pr€parc que$ions for one another. : 5 Asktfresnrdentstowritegucdonsabouttheirosn : picnne,sxtingHownany*? i For exanrple: i nowttanypmpbarctlwe? ,l . Hownwnyclwlnarcthd 5 l?hen they have done tlrar, a*eadr GroupApir to wort with a Group B pair. Ilake src ther do not strow thcir picnurs to each othcrpt 7 Tcll ttre snrdcoa ttrat tlrey will luvc 20 scondsto look at the otherpair's picturc and to mcmoriscasmany dcails as possiblc. 8 Ask sftdeos to exchange pictures and timc this pan of ttre aaivity for exactly 20 seconds. The sardents mus then give thcpicrures back 9 Pairs of studcnts now eke it io tums to ask and anslrer questions about one another'spicnrcr Encourage th€m to usc the urget language. @ Macmillan Publishers Limited 1997-
Mwnory tat Reward Elementary Resource Pack 0 , C Macmillan Publishe6 Umited 1997. PHOTOCOPIAELE
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IX/Lwre is it? Reward Elementary Resource Pack tt PHOTOCOPIAELE I tvlacmillan Publisher: Umited 1997'
Il-1rcre is it,2 worksheet (s} ACTIVITY \\totr chrrs: spcaliing ' ' AIM To ask and sat s'here things arc. GRAMMAR AND FUNCTIONS Prepositions of phce: rit, on. under, near VOCABUIARY Personal posstssions PREPABATION llake one copl'ofthc sorlishect for each student in the class. Put a tick nqrt to a different objecr at the bottom of each s'orkshcet. TIME l5 minutcs 1.. PROCEDURE I If there are more than l2 srudcffs in the dass, diride them into groups. 2 Giveone copl'oftheworkheet to each student in the l class. l{atie sure rhar each snrdent in the same group has a i different obiect ticked on &eir worlisheer i 3 Malie sure *re mrdents know how to say all the objects n ' the boxes at the bonom of the workhecr : 4 Tell &sn that the objecrs are lost in the self-snrdy room i and thq'are going to find out where they arc. i 5 Beforc they do ttris, ask the snrdents to look at rhe picture : on their workheet and tell you where the computer and : bin arc- i For exa.mple: Teachec llhete's the cotrtputer? Student: irear the door.,/-\ext to tlte clrnr. Teachen 117rcrc's the bin? Srudent: Ihdertlrc $deo. 5 Tell the mldenr rhat rher are the onh'ones n-ho knon n'here rhcir ricked obfect is in rhe self*rudr. room. .{sk thcm to dnn' it on rheir q orlishca s.irhout telling the othcr sMcns in rhe class or group nlrere ir is or qhat it is. Italie sure ach snrdent knoss hos'to sar n'herc rheir osn obiccr is. 7 Now ask the srudents to go round dte cless or 6roup and find out n'herr rhe other obiecrs are br asking and anss'ering qucsions. Thq'must not shoq'their osn worLsheet ro the other students. lf a studenr doesn't knon' where an objec is, thq'strould anss'cr I dott't kttou,. \ithen thcir panner rells rhenr n'herc an object is. thq. should draw it on their on'n picnnr. If snrdenrs har.e problems *ith dran'ing an objccq rell rhcm to n ritc the word for rhe obiect in the correct place instead. Note thatn'hen the srudens havc spoken to more than one persor\ Oq'rill bc able to nlli about the posirion of not on\'thcir oun objecr, but rr.errl obiects. 8 When all the srudenr heve dnwn all 12 obieos on ttreir wortaheeq rhq should sir down and compare pictures with anorher student. The picnrres shoutd be ideotical. OPTION You can malie this activit)'more controlled, as follorn s. Cut out the cards below as indicated and give one to each smdent in the group. The snrdents draw the objea on thck picnue according to the instrucrions on ttreircard and ttren follow the procedurr as above k K ' There's a bag under the chair. There are some glasses on the video recorder. There's a mobile phone next to. the computer. There's a pen the bin. tn Thdre are Theret a camera under the tableTh'ere's a ' calcuiator on the comDuter. .... --..:. -......__.........-., There are some booki dn the -"" f,\/ floor. , There's i tassette playbr on the , .'desk. some keys on the desk. There's a coat on the chair. - There's'a watch t next to the .=+....-_ -l_ . computer. There's a 'notebook on the ...\,.; r_ television.
i' -""" "'- ""'-""-"'-----'* ----"'-'-"""" ""." """ """"ili.JF IIow many peoPli ... ... have got abrothef ... have got a sister? - FIND OIXT. IIow manY PeoPle ... ... have got a photogiraPh in their ba{? ... bave got a mobile phone intf,eirbag? FIND OI'T. How many peoPle.... ... have got a TV in tbeir bedroom? ... have got a computer at home? rIND OUr. /rz al .@ Progress check @ lHaueyou,gotrt? K Reward Elementary Resource Pack :: f.i: How many people ... .,. have got some Englishmusic CDs or cassettes? ... have got an English dictiouary? , RIND OIIT. llow many people ... ... bave got a comb in ' their bag? ... have got a diary io their bag? FIND OITT. How many people .., ... have got a Swiss watch? ... have got a Japanese canera? FIND OUT. I 7 ,.0 t How many peoPle ... ... have got a bicycle? ... have giot a motor bike? L FIND OUT. How many peoPle ... ... have got a hobbY? ..- have got a birthday ne:rt month? FIND OT'T. - e, :-LG, How many people ... ffi'ff;5**-" )i? f lilgn'f'f(nE mountains? How many peoPle... ... have got a car? ... have got a Pet? C iltacmillan Publishers Limited 1997 PHOTOCOPIABLE
IfAt'e -l'ott got it? worksheet progress check (O I I i i ACTIVITY \\hole class: spealiing AIM To find our s'hat people in the class har-e got bv asking and ansvcring qucstions. GRAMMAR AND FUNCTTONS Haslurcgot Hateyougot J andshon anss'asl'es, I lmw"/No,I larcn'L VOCABUTARY. Personal infortrntion Personal pesscssions PREPARATION llake one cop,v of rhe n'orlisheer for cach group of up to ten ' , srudens and cur ir into cards as indicated. i TIME .10 to 40 minutes ,'!e PROCEDURE 1 If therc are more than ten smdens in dre class. diride rhem imogroups. 2 Gite one card to each student in rhe class and tell rhcm that thq'arc going to find out hoi. manr people in rhe class or group havc got the things marted on their card. 3 Write an example on thc board: Hou' nratrJt Fople In e got a personal sterco? Ask indiridrnl srudens the quesion: Harc j'cru gat a personal sterco? Encourage them to gir.e rhe ansn'er I'es. I luue ot )io, I Iwwrt't Each time somebodt ansn'crs l'es, I Iarc put z tick ns't to the quesrion on the board. lcar.e the qucsdon and ticks on the board as 1ou rrill nced to refcr to it hrer in ' fte acdriq'. 4 Tell the snrdcna that they are going to ask and ansq'er similar questions bcginning f{ar,v pu got ...? andput a tick on treircard next to the relerznt qucstion each time somebo4' answers Yes, I lnrc. 5 Bcfore thq'surt the actiriq', make sure er-entodr- knorus how to ask their question h partia{ar, make sure that people with questions including tbe phrasc in thelr bag or hr tluir be&aon know ttut ttrq. must trandorm their to .1'ozr when they ask thc qucstion5 Now ask the snrdents to go round ttre class or group asking and ansc'ering qucstions and puning a tick on their card each time somebody answefsJ'es. 7 When theyhave spoken too'cqtody in the class or group, ask them to work with two or three otrer itudens in their group and to write some of the information thq' have gathered on a poster. Beforc thq do tbis, refer back to the example you \rrote on the board in proceduregoint 3 and write a sentence reponing ttrc information 1'ou found out. L' Foro<amplc t Siepeopb in the dass lawgotapasonal stereo. While the studcots are doing this, be on hand to help with ,.? Ianguagc theymay need For example: Nobody tn tlu ctas lus got... EuerybMy in the cla$ has got... :lI1r':: ' ., ;.. '. '': iia,-.{rf,!$i{*:, O Macmillan hrblistrss timited 1997.
Photo alh,tm Reward Elemenpry ., 'Resource Pack PHOTOCOPIABTE 4 R \I 'm" 7' /t )\5 /rJ ( -r*l- / t-r" rL' l. t {, -}*^ l.i s# tti\' ,-,2 : Vacmillan Publisher' Umited 1997
lPltoto album workshee, @ ACTIVITY Groupworlc spe*ing AIM To telk abour farnilv rdationships. GRAMMAR AND FUNCTIONS Possesivc 3 VOCABUI.ARY Mernberrof fte facrih. PREPARANON ItIaIie one cop,vof the norlsheer fioreach pair orgroup of *uee suA.cns and cut the picnues out as inclicatcd. TIME 20minurc PROCEDURE 1 Asli rtre mrdems to wort in pairs or groups of tmc. 2 Give each goup a copl of *re$lrlisheer cur up and asli thcm to talie rhree picnres cactr" 3 Tcll tlrc snrdens'to imagine dut thesc are photognphs from a famit.r phoro dbum and rhat the pcople in *re photographs arc mernbcrs of ttreir hmity. Tcll them ttug in a momcnt, the.r are going to rerk to their panncrs abour them. 4 Bcforc ttrc.rdo rhat" gir-c rhem a fes- minures to inr.ent and n'rite docm some deails about theAimagina4. rctarivcs. \I'rirc on trc boare NA,\iE RE]ITIONSHIPTOYOU MARRIED OR SINGI.T AGE JOB VHRETTIEYI.IVE 5 Vtren ttrc sndeots harc done thaq ask them to take it in orns to show drc picnrcs to ttnirpanner and e4plain who they are OPTION lf pur snrdcoa' English level is good enough for thcm to givc morr deails abou 6e people in ttrc picturcs, encourage tlrcm o do ro. 5s1 r*rmFlc, harc they got ctrildren, pers, a hobby, ctc? t..: t-. ,rJtsr -1- ti4*f@ ?ry:*'E-.*t4t @ Macrnillan publishers Umited r 997.
Wtten anduhat? ,.rd:" - Reward Elementary Resource Pack o I@ A MEMBER OF YOUR FAMILY My .-...:---.- ! , : O Macmillan tubli3he6 Limited 1997' PHOTOCOPIABLE
\Wrctt and ulcat? worksheet O ACTTVITY Prirs'orlc srriting and spealiing AIM To ask and answ'cr quesrions about daill'nruines' GRAMMAR AND FUNCTIONS Prescnt simPlc for rouines . ",Pfirositionsof dmc VOCABULARY Routine act{tdes PREPARATION iru.. on .opy of rlre rvorkshect for each studerrt in the dass' TIME 20 minutcs PROCEDURE 1 Yrite a time of da-r on the board. ForoiamPle: At 7.15 in the nontittg i . Ask thc sndems to guess n'hat.r'ou do o'c4'dav at this drne. For examPlc: $udent l: Teachec Student 2: 'Teacher: $udent 3: Teadter ,:ou get uP. No, I don't lbulurca shouv. No, I don't You lwuebrcakfast Yes,,tl1u,fsrighl Non'comPlete the crrample scntence on the board: At 7.15 it the norning I harc breakfast' Explain that this is somcthing you do oery da-v - it's a routinc activity. If necessar,r', give another example using a differcnt PrcPosftion of timc. For exarnPle: BefiEen 6 and 7 in tIP euening I go to the gTrL - 2 Nos'ask ttrc studeots to write similar sentcnces about their own daily routine in the scction of their rvorkshect marted YOU, and about the daily routinc of a member of thcir family in the scction martedA MEIUBER OFYOIiR FAMILY. Ask ttrem to write who thc member of their familyis inthc sPace Providcd Make surc they writc the time undcr the heading Vhen? and ttre activity undcr the hcading lZlatzThq'must not let the other studens in the dass see what thq'are writing. Encourage thcm to use arnriety ofprepositions of timc. 3 Vhen they have finished ask thern to fold thek s'brlstrea as indicated rr. 4 Now aslc the students to wort io e"tt'; 5 Telt them o hbtd thcirwortstreets up so 6at the column tu^t1<dWlren?is frcing their partner and the column mal/rcdVld? ishidden ftgn their {anncr' : 6 Now ask them to take it in nrfns to read *reir partncr's - ;; ;dty ard grrcs what *rey do at this time' Repeat ttrc activity, trying to gucss wbat a peober of *reir famih' docs. -l 7 Vhen theybavefnisfe4 askihemto rcpeat thc acttuity wittr a differcnt Partoer... l. ,. OPTION Clu. " n * -py of dre wortsheet to cach snrdent in the ctass and askthem iofill it inwith detaits about dreir wcekcnd 'routine. @ Macmillan Publishets Limited 1997.
@ P!$u.1e 1A Spot thte similarrtiw PHOTOCOPIABLE t t I I I t. I I I t-I l+ i ;
ttOTE: Spot Use \ryorksheets tlrc sintilafities 8a and 8b for this worksheets @""0 @ ACTIVITY r. Pairn'ork speaking s'titing AIM To find similaridcs bers'cen ts'o differcnt picnres by aking and arss'cring quesdons. To qritc briefdescdptions ofthc picturcs. GRAMMAR AND FUNCTIONS Derribingrooms TleteUarc k t tere ...'?/Ari-trtpre *? Sonrc andanl, VOCABULARY Roomsandfumiure PREPARATTON Itdie one copy of Wor{<shcets 8a ard 8b for each pair of srudents in tlrc claqs a1d 6ul tlra picnuesour TIME 30 minutes PROCEDURE 1 llsk tbe sndcots ro q.orti io pairs of Srudenr .{ and Srudcnt B. Ttr,r strould sit facing one anorher. 2 Give a cop-v of Worlsheet 8a picnue 1A to each Srudenr .{ and a copy of Vixtsheu 8b picnrrc lB to each Srudcnr B. 3 Tcll the snrdena that ttreir panners picrure is similar but not idcntid to thcir own picrure. 4 Frphin trat they arc goingto tryto 6od similaritics in ttrck picnu€s bI dcscribing them, not shoning them to onc anothcr. 5 Eicit ttre language thq'witl need ro ask and answer questions about the picilres by inriting the snrderts to ask 1ou about a room in 1'our homc. For example: Sining room: Ate thete an1, annelairc? Is thse a teleuision? 6 Give tlrc snrdcns a fir'e*ninute time limit to find as manv ' similaritics in rtrir picrurcs as possiblc- Thgv should keep a fcord of tbc number of similerities *rgv find. but thgv do not have to rcmember deails at ttris poinr. 7 Afterfrve minutcs, stop ttrc aaivity andfnd out n'hidr pair of snrdcns found the most simihrities8 Thesndeotscannqwlookat$cApartrer'spicftre. FOLLOW UP I Ask the snrdeots to stry in theirpairs and droose *rc picturc thsy likc bcst 2 Tcll ttre snrdcots to look at their picn:re for gne minute and thea put it awey. 3 They now have five minutes to wrirc down as many dctails as they can remembcrabout thckpicturc. Encourage tlrcm to use tlrc urget language, induding negative sentences. Forexample . Tlwearm'tanya$tains r 4 After five minutes, ask the pairs of snrdcots to give their ^- picture and their seritcnces to another pair to ctreck- r 5 Repeat tbe activity, cither now or latcr, rsing picnres 2A and 28. i CG& t
@ Picture 18 Spot the similarities Reward Elementary Resource Pack e Ma(millan Pubtisher: Limited 1997' PHOTOCOPIABLE
I I I 1 , & I 'i F *-c * :e* .s x.* #
Habits Reward Elementary Resource Pack What / eat foi breakfastl Where / read the newsPaPer? When / listen to the radiol What I watch on televsionl ,What music / listen to? Where / go for holidaYsl When / go shopping? What time / get uP on Saturdays? What time / go to sleeP? C Macrnillan Publishers Uriited 1997 PHOTOCOPIABTE
Habits worksheet (D ACTIVtTY \\hole fles: nriting. spcel,ittg ' AIM To n'rite about habir and routincs and to find people in the class nirh &e same habits and roudnes. GRAMMAR AND FUNCTIONS Prcxnt simple forhabis and routines llh- quaions Hou'do1ou.-? 3rd pcrson singular r. VOCABUIARY Routine acdritics PREPARATION Malie one copy of thc s'orf,shcet for cach snrdent in the class. TIME 20 to 30 minures PROCEDURE 1 - .Gir-e a copv of the noilisheet to each srudenr in the class. 2 nsk the snrdens ro $Tite informarion abour rhemsctr.es in the column marked lbr. Tell thcm it is OK ro tearir a space neic to an].acdrities rher.don't do. 3 \Iten thq hare done rhis, ask rhem to go round rhe class asking and ansrering questions to find people s.ittr the same anss'ers. ltakc sure thq'knon hon, to ask the qrcxions. It B imryrrear$ to relt t6e srudcnc rhat ther. musr ask one anotherquenions, not rcad one anorher's s'oAshects4 l9trcn ttrq'6nd someone rrith the same ansn-cr in rheir Yolr column, tho'put that pcrrcn.s name in rhe Find sonteone uith tlte same ansuvr cotumn. It is imponant ro , tell the mrdents that thq- can onll'put ttre same name twice. This isto encourage thcm to speali to as flnn-rdiffcrcnt partnes as possible. It is a good idea to introduce the short answaSo do.las this is a nanral responsc to finding sorneone with the samc answer. Fororample: Studcnt L-. VTat dolou eatforbreakfsst? Sodcnt2: Breadandjan Srudent l: So do I (Studen$ I and 2 r*ritc each other's namcs in the space proride4) 5 Vhen onc snrdent has found a name for each of ttre topics on thcworlshect, stop the acthit), 6 As a follow-up, ask thc snrdents to rcpon back, orall.v or in wrinen form- You mE also want ro use *re expression so do I forthispttof the activiry. Foreromple Petra eaEbteadforbrcakfast and so do L Stefano reads thc flelospary at schoot and so do L t.. O Macmillan Publistrers Limited 1997.
Smtences in a hat Reward Elementa Resource Par :frj I don't li*a cooking... I don't like listening h... I don't like playing... + I don't Bke walching.;. O I IiIe cooldng;. I lika listening to.- / I like playing... + I llka watching... + I like eating... i I don't like going to... t don"t like eating... Q Macmillan Publishe6 Limited 1997 PHOTOCOPIABLE
Set ttettces ul a lmt workshee t @ ACTIVITY \\holc class: sPea.liing AIM To complete unfnished sentenccs. To pick s€ntcnces out of a hat and fuid oul n'ho n'rote them br asking quesrion:. GRAMMAR AND FUNCTIONS Tatliing about lilies and dislilics VOCABUIARY Even'da.v and lcisure activities PREPARATION Italie one copl'ofthe n-orlishect for each group of ttuee or four srudents in the class and cut it-into 12 pieces as indicated- 't ou s'ill nced a hat orabox forthis actiliqr (ortwo hats or boxes if there are 20 or more snrdenr in the class). TIME , . 20 minutes PROCEDURE 1 Choose r*o of the uofinished sentences from the wodisheet" one posftive and one negtive, and write them on the Loard flicit Possible wa)6 of compledng the sentences. For etarnple: I lilie cooking cakes/at tha weekend,/for myfrimds. I don't lilie cooking actoptts/on mJ,birtMaJy'for n! ntother'in'lau'. 2 Ask the students to work in groups of ttuee or four for the frrst part of ttris actir it)'. Gh'e one sct of unfnished sentcnccs to cach group. 3 Ask the snrdens to sprcad out thc pieces of paper' ftce dowq aodto take three eadr 4 Ask ttrem.o complerc their tlrec ser*ences in any way they like. @eferto ttre examples in procedure point l.) They strouldtrotwrite tleirnames orlet thc srudents nqxt to them sce what they are writing. 5 The smdeots now allwort together as a class. Put the hat (or box) in the r.niddle of the roorn If therc are 20 or more sttrdents intbc ilass, dh'idc &em into two gtoups and put onc hat in thc middle of each group. Ask the snrdens to fold up their completedsentences and put them in the har 6 \llx up the folded sentenccs in the hlt lnd thcn tcll dre srudents that. in a moment. thel are xll goins Io snnd up. take one sentence each and find out rvho s-rote iI. Dcmonsrate rhis b1'nking r piece of prpcr trtlm tlre ltat and rcading the sentence out. For example: I don't like cooki,rg adoqttsEicit the qucsdon rhq'n'ill need to ask in order to find out n'ho wrotc *te sentelcc. llake sure thc-r knos' that the questiol is the same n'hether the sentence is positire or negative: Do 1'ou like cookhtg octoPus? Ask several studens the question until 1ou find the person n'ho wrote the sentence. Italie it clear that even thougft someone ma-r ansser.)€s to the quesrion. studens are looking for the person n'ho s'rote it rnd ma1' nced to ask Is this lour sentence? 7 Now ask the sodcnts to srand up and ulie one piece of paper each from fte har If thq'droose ttreir osn sentence, the,v should put it badi and ulie another one . 8 They are now read-v to go round the class or group asking questions. All the snrdens in the class do this simuluneousl,v. $'hcn thq find the person n'ho x'rote the senteace, they should n'rite the person's nanie on the piece of paper, kccp it and uke another onc from the hat. 9 The students repeat the activit)'until there are no sentences left in thc har 10 fuk ttre $udents to returo to their places and count the number of completed sentelces thq' hare collected. The snrdent s'ittr the most s€ntences is the n'inner. - , 11 Ask the srudents to uke it in turns to report back to the class or gloup onwhat theyfound out during thc actitity. Fororample: t Yttko likes coakingfor herftiads ! Paola doesn't like l*aing to ltalian tnusic'-' C Macmillan publishers Limited 1997.
Progress check Mix and match Game Board -i Reward Elementary Rsource paqk , C Macmillan Publishers Limited 1997 PHOTOCOPIABLE
l- ;l,Iix ancl ntatcll worksheets Prosress check @ ^na llfilf^ ACTIVITY Groupr*'orli: reading and speaking AIM il Orr' " O-" ganc b1' matchingtcrbs s'ith o$er rrords and expressions. GRAMMARAND FUNCTIONS Verb and noun collocadons VOCABUI.ARY Eve4'daY activities PREPARATION ilrt. on .opyof Wort<sheet Progrcssdrcck Gl& (game boar@ for cach group of thrce to fn'c srudents' Makc one cop-v of Votttn* p*g*t chec* 6-10b (cards) for each group of tluee to fwe snrdcos urd cut tre cards out as indicated Provide dicc and counters for eadt grotp' TIME 30 minutes t PROCEDURE 1 $t i . on of thc l'erbs from the game board on the board' For eriamPle: haue Asti ttrc snrdents to think of s'ords or exprcssions that go s*hlaue. , ForexarPle: , a bath, a drink. din rq . t U O. sn dents tlur trq are going to pl4'a game *'here : CIe,v natchverts and other qords in this sav' ', 2 Asli ttre snrdena to work in groups of thrce rc fn'e' : , f Givc one game board and one set of cards, countcrs and dice to cach grouP. : : 4 Beforc *re snrdcnts sun plaling ttre gamc, explain horg to , daV,usinetheinstruaionsbclow' i If pu **t to make the gamc morc challenging' instead of ,., ) asiOng Ure snrOcna to simply read out an cxPression (see : HOV 1O PUY TIIE GAME hstruction i), ask tbem to : makc a correct scntencc using thc exprcssioa' : S Now the snrdents are ready to play thc game''s(hile thq' i arc playing, go round to eactr group and dreck they are ; phytng corrcctty. Be on hand to arwerquestions and' I offcrhelp. TOW TO PLAY TITE GAltIE I Put the ganc board in the middle of the table' 2 Eactr playcr ukcs six cards' Place ttre rest of the cards face down in aPile on the table' All tlre players put their countersso the.qguare marked Sfenf tnO ttro* the dice. The 6rst player to throw a six sarq fte game. l';:;'r": ,i riuors the dicc and moves their counter doag tlrc-board accordirg !o tlp number on the dice' 5 Plarcr .t reads the verb on the squrc the counter lands on and matches itwithaword orcxpression on one of their cards and rcads out ttre wholc erPrcssion Ifthe group thinls it is conecg Playa A pus ttre card to"ttre boaom of the pile on the table and it is Player B's $m to play' If PlayerA ham't got aword or cxprcssion ttrat go€s !/ith the verb, trey pick up a card from the top of ttre pile agd match it with ttre verb if possible. .c. NowPlayerB throwb the dice aod repcdts steps 4 and 5 above, The game ccn$nues rsrj! the first plever rraches thg-- square marked FINISH orfinishes dl their cards' @ Macmillan tublishe6 Umited 1997.
t"' Progress check (@ ttuIixanrim'atclt' Reward Elementary Resource Pack PHOTOCOPIAELE
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Daily routine" Reward Elementary Resource Pack ) Student A y' = I'm right J( = I'mvwong PARTNER'SNAME trsually wears ieans at the weekend always goes to bed before midnight eats chocolate every daY always remembers biruhdaYs usually goes out on Saturday nigbts often does the ironing al*"y" gets the bus to work/school 'sometimes goes out for luncb on Sundays often listens to classical music always arrives on time for appoi:rtnents y' = I'm right .X = I'mwrong sometines sings in tbe bath ddnks coffee every daY often writes letters to friends sometimes goes shoiping in the evening usuallY does the washing uP always goes to work'/scbool by car usually d.oes some sport at the weekead reads a newspaper every daY ofLen goes to the cinema 't O Macmillan Publishers Umited 1997 PHOTOCOPIAELE
Daitv t"otttine worksheet @ ACTIVITY Pairs'orL sPcaking ; AIM To prcdict a panneCs dail!'routinc and to find out how many predictiont s'cr€ right' GRAMMAR AND FUNCTIONS hcscnt simple asking hon'often people do things Shon answcrs Adve6s offrequenq VOCABULARY Eveq'dayactions PREPARATION i{alie one copy of the s'orlsheet for each pair of studems and cut it out as indicatcd. TIME 20 minutes . PROCEDURE | 1 Askthe snrdents towork in pairs of SnrdentAand i sruOentl. a 2 Gh'c a copy of ttre top ctran to each Student A and a cop-v : ofthebouomcharttoeachSndentB' . 3 Ask the students to rtite their pafineis name in the space : prorldedonthcirworl'sheet' , 4 Ifthcctassatreadyknowoneanother, orphintothe : snldens tlut ttrq'are going to find out how q'ell thq' , know trir p,utner. If this is a ns$'class, oiplain that ftq , aregoingtofindouthowgoodthq arcatgucssing. : i 5 Ask tlre srudens to put a ticL in the TRL:E column if thery think rhe informatios in the rntences is true for their , panner or a tick in *re FAISE column if ttrq'don't think it . is rue. They must not ask their panner )'et. i 5 Wheottreyhave donethat,thesnrdcnashouldukeitin . tums to check whethcr their predictions *'cre righl Make ; $r€ rhey know thc correct question form: : Studcntk DoTtsvusual$' ucarjeans at the I ueehend? i S,uO*t B: Yes, I do. Do you oftan u'ear trainen? Stud€ntii: No, I don\ The sildents should put a tick or a cross in the eod' cohunn nextto cadt question, dependfugonxfiether they have guessed conectly or nol 7 Vhen *re snrdena have finishcd checliing ttreir predictions with ttreirparmer, thq'should add up their otal number of right grrcsses and comparc scorcs. O Macmillan Publishers limited 1997.
Trauel BY / YOU / OFTEN I DO I PLANE / TRAVEL / ? Reward Elementary Resource Pack , USUALLY / YOU I DA I DO I WHAT / THE / AIRPORT I AT I ? j 'SEAT I DO I SEAT./AN /YOU /A /WINDOW / PREFER, /WHICH / OR,/AISLE /? .J AIRLINE / YOU I FOOD I DO I LIKE 7 ? a LIKE / Tq/ WOULD / YOU / FLIGHT / ATTENDANT / A I BE t ? ANSWERS You Your partner 1 2 3 4 5 BY I YOU / CAR / TRAVELLING / DO I LIKE I ? 2l FAVOURITE / YOUR / WHATS I CAN I ? YOU / GOOD / PASSENGER / A I AAE I ? LIKE / MOTORWAY I DO I FOOD I YOU I ? LISTEN / YOU I TO I MUSIC / YOUR / IN / CAR / USUALLY I OO I ? ANSWER^S You Your partner 1 2 3 4 b j t*& :t ri O Macmillan Publirhers Umited 1997 ?t.iCTGCC..'LdBLE
1TrAr,'e/ wortsrr *r@, ACTIVITY Painr<lrk s'riting. spcaliing . AIM To put n'ords in the correq order to form questions. To ask and ansn-er questions about trat'elling. GRAMMAR AND FUNCTIONS Prcrnt simple qucsdons Talliing about uarel VOCABULARY Di.fferent means of ransport PREPARATION llalie one cop.v of the n'orksheet for each pair of students in the cless and cut it in half as indicated. TIME J0 minutes PROCEDURE 1 Divide ttre snrdents into Group A and Group B. Gire a copl'of questionnaire A to each srudent in Group -{ and a copr ofquestionnaire B to each srudent in Group B. Ask the students to n'orli rvith tn'o or threc other snrdents from &e samc group. Ther should put the sords of the fir'e questions on their worlsheets into the comct order and nrfte rhem dorm. All the snrdems should nrire thc questions donn on thcir orm n'orkshecr Thc iorrea quesrions are: A I Do lvtt ofen trarcl 14'plane? 2 ll'l'rat do 1ou tsuall'do at the airport? 3 ltitich tlo1wu prefer. a uindou'seat or an aNe seat? (OR llltich seat do 1ou pefer. a u'ittd<tu'or an aisle seat?) 4 Dopulikeairlinefod? 5 Vtottld 1ou like to be aflight attendartt? B I Doyoulihetrawllingblcar? 2 lYlnt's Sourfauouite car? 3 Arejauagutpasefiger? 4 Do 1vu like notutrl'foodt 5 Dol,ou usnl\, listm to nusic itt lour car? When fte srudens have done ttnt, askthcrn to rrrite anss'en to their own questions indiridually on *reir oq'n worksheet in ttre column mariied Yoz. Go round and check that the students have qdtten the questions conect$'and undersaad them- ; Now ask thcm to workwith apannerfrom the other group (ie a snrdcnt from Group A should wodi n'ith a smdent from Group B). Ask the sndents to take it in tums to ask their partner the questions on theirworlsheet and to *rite dosn their, partner's answers in the column marked Your partner. Encourage them to ask for furttrer deFilq from thcir 'rr' pafiner by asking ttre additional questiooftl,? or'Vhj' ttofiwherc appropriate. Theydo not hnr to rnrite down the additional informationWhen theyhave finished, ask the studcna to repon blck to ttre dass about anyttring surpdsiog they hare fourfd out. ,5 t7 O Ma€millan Publishers Umited 1997.
Can you make a cake? Reward Elementaa Resource paci C Macmillan Publishers Umited 1997.
Can )'ott make a cake? worksheet @ ACTIVITY \tole class: spcaking \till drill (For deuilcd instructions and advice on using mill drills. see thc nores for tcachers at the beginning ofthe Resource Pacli) AIM To speak to as oanl'partncrs as possible, asking and answcring qucsions about abiliries. GRAMMARAND FUNCTIONS Canlnu-.? Yes, I un{,\qI can't VOCABUTARY Everl.day and lcisre activities PREPARANON Malie one copy of{re wor*shcet for each group of up to 12 srudents. Cut rhe wortshect up ino cards as indicated. you *'ill necd to keqr one card for yourself to demonstnte ttre activiry TIME 15 minutes PROCEDURE 1 If there arc more than l2 snrdents in rhe class. diride them into groups. Give one picrurc card ro each srudent in the class. Keep one for lourself. 2 Tell the studena thar thq'are going to ask and ansq'er qucstions using the picnrrcs on thcir cards as promp6. Writc an example dialoguc on the bqard, indicating the languagc the snrdens should usc. Fororanple: Studcst.6( &n 1ou nake a cake?' Student B: No, I can'L Can jou plaj,tle piano? Studcot.t Yes, I can 3 Demonstrate the activirywith indh'idual mrdens, using the card you kept forloumlf. Tell rtre snrdenu to hold theircards so ttrat thc sidc with the picnue oo is facing &crn Snrdcnts ask ttre questions using tbeir picnre cards aspomps and answerthe questions honestl-v. 4 Asft scveral pairs of snrdents ro demonsrrate the activiw to the whole cles, using their cards as prompts and uking it in tums to ask and aoswcr questiom. 5 Now ask the students to go round the "lr.s or group asking and answering questioos with as many differcnt partners as posiblc, using thcirpicturc cads asprompc. In rhis part of the activity, ttre studcnts repcat the same question rveral times but practise different answers each time they change partncr. 6 Whcn the snrdeos have qpokeo to rveral differcnt ' partners,.ask them to exchange cards and go round the dass again, ttris tine holding their cards thc,other way round so the picnrc is facing tireir partner. The students , take it in nrns to ask guestions using tlrc picn[es on their partners' cards as prompts. In this pan of tlre adiviJy, r+le snrdcnts ask adiffercnt question cach time thcyciaogi partner. ,1. oPTtoN .' Ioprocedurc point 2 above, itis agood ideao introduce the oannal responses So can I,/ J qn't / Neitlrct can I / I qt and to extend ttre sample dialoguc. Foreramplc: StudentA C.anyou mahe a cqke? S$dentB: Yes,Ican S$dentrt So can I / I can'/ - SnrdentB: Canyouplalt the guitar? Strdeut.fu No, I catt\ ShrdeotB: Neithsqtil/Jcan! . @ Macmillan publishers Umited 1997.
(@ StudentA Where can I buy some bread? Reward Elementary Resource Pack 7 r$ s llla\ F,{HII 7;F4 a ts p1 q) w g,t\t ?1-fu, (r\ change some money ge!'a taxi bu! some shoes post a Parcel buy some medicine { PHOTOCOPIASLE
tIWrcre cAit I bult Son'te breacl? worksheet' @ *o@ ACTIVITY Pairs'odi: 5Pcaking AIM To ask and sarrsrtrere Placcs arc' GRAMMAR AND FUNCTIONS VTtqe can IJ There's a.- Preposirions ofPlace Asking forand ghing directiotls VOCABULARY Shops and to*n hcilities PREPARATION Ilalic one copy of \Xbrtsheet l4a and one cop,v of rfforkshect l4b for eadr pir of snrdeots in $e class. TIME 20 minutes , PROCEDURE 1 Ask rhe $udens to *:orli in pairs of Student A and Student B. 2 Explain that )'ou are going to give them a plan of thc ceo8e of a town.?oint out that therc are some names of places missing on theirPlan. 3 Give a copy of Wodrsheet 14a to each Student A and a copy of Worl:tteet l4b to eadr Student B. Tell them not to showtheirphn to theirpanaerat any time during tttG activity. F,:plain that the placcwhich are missing from ttreirplan arema*ed on ttrcirpanner's plan. Theyare going to askforand gh'e infotnation about places on their plan and write in the names of ttre missing places. 4 Before they start the activig', ask the snrdents to look at theirplao andto gh'eyou some inforrntiooFor o.?mlle, ask the Erestiou Whsecan I lwve 4 aQ af tea? Elicit thc answcc Tlerc's acafd inQuemstreet, oprynvthe ltatihn Reslawant,/ betu)een tltc Musenm of Modern Art and Ollie's NightrJttb. .{sk another question: lfhere can I see aflnr? Elicitthe an$r'er Therc's a cinena in George Street. near the Grattel Hotel. \\'rite an er:ample dialogue on the board. 5 Point out thc list of *ring the $uden6 need to ask for (on theirsortshcas) 5 Ask the smdcnts to n'ork n'ith their panncr and to tdie it in rums to ask forthe information the.v need and to an$\'er their panners questions. The-v should ask and arun'er questions as h dre erample didogue on the board. Each timc tbq find a place on their plan according to their ' partneis instructions, thcl- should n rite in the name. 7 Whcn thel have finished, thq should compare plans, n'hich strould be identical. OPTION 'lnstead ofasliing the snrdents to ask and sa1's'here places are' ask them to give direaions for how to get to the places- Tell the studens ttrat the)'are at the Tourist Informadon Office. They should asl for and girr dircctions for the places the-v need to find. For examplc: StudentA Is therc a banh neat hete? Student B: Yes, thete is Go up C'ont Street and it's ott the left, ne b the trarcl agenfs Student A Oh 1,u, glrooU ,'oa (Srudent A writes $e Student B: SrudcntA Student B: name of *re place ontheirPlan) Is therc a baker's near here? Yet thqe is Go atong O$ordAteiue, tunt ight arrd it's on the ight, betueen tlv graer?grocer's and the bank" Oh 1,q tlnnkyra (Srudent B svrites the, name of the place on their Plan) ,*. rJSTE: Use \ryorksheets 14e end 1t! for this @ Macmillan Rrblishers Umiled 1997.
(@ Student B Wwre can I brtU some bread? Reward Elementary Resource Pack I ffiI\\ ,,'#\N \ ,ql F. {arb"l. $' b,ilFl \ { ta-q6!+ I1 z Ia\(^ 5^) * W; ,i\ #, $o&; 1.1 Jq{"/ (a{i^f '#," W" buy some bread go s,wimming buy some fish park your car buy a dictionary eat Thai food c Macmillan Publi5hert timited.l 997.