ttWat avnl doing? You are leaming to drive3 Macmillan fublishers Limitcd 1997 PHOTOCOPIABLE
',IWmt am I doing? worksheer@ ACTIVITY \Itole class: spealiing i AIM To mirne an acdtin'for rhe resr ofthe class ro guess. GRAMMAR AND FUNCTIONS Prescnt condnuous VOCABULA,RY Evcn'da.r and leisure actir.ities PREPARANON Italie one c<ip.v of the sorlishe.et for each ream of fn e to eight snrdenr and cut it up into mime cards as indicated. TIME 30 minutes PROCEDURE 1 Ask the snrdena to nrrch r-ou and guess n.hrt ] ou are doing. Ilime somerhing simple lilie erting a pizza. .l-ou do not hate to be a brillianr minre anisr. but it is essential rhrr rou are silling to mime enthusia*icalll.and nor be embarrassed - this n-ill put the *udenrs at ease s-hen ir is their rum to do a mime. \Xtrile 1ou are nriming. cncourage thc snrdents to c.il out guesscs as soon as thq. hare an idea. Ilake sure rhq-are using the presenr continuous. If necessaq', mimc anottrcr actiriq., for example maliing a cup oftea. 2 Telt the studenr dut rhev are going to talie it in rums ro mime an actir-in- for the other srudents ro guess. Before rhe.v begin, ditide thcm inro teams of fir.e ro eight. 3 Decide n'hich team is going ro plal'first and ask them to ' choose a student to do rhe firs;t mime. ', 4 Givc the first plal,cr a mime card and explain to rhe ctass , that, while he/she is miming the acdrin., onlv the . ,, . memben of his/her ream are allon:ed to call out guesrs. If , his/her tearn do not guess the actiltq.correcdl., rhe othcr . teams are allowed to guess. Teams score rn o poins for a correct guess. ' 5 C,onrinue undl all the mime cards hat-e been used. The : teamrr"ith the highestscorcare theninncrs. : OPTION ; tfyou think 1'our students may be embarrassed ro mime in i front of the whote class, or if 1,ou have a r.ery largc class, make i one copy of rhe workheet for eactr group oi6r-c to eight i studenrs and ask them to do ttre aaii,iq, in *reir groups, Q Macmillan publishers Umited 1997.
Reward Elementary Resource Pack G Maqmillan Publishers timited 1997 PHOTOCOPIABLE
Spot the dffirences worksheets prosress check 4@ ^ o @ I,jOTE: UseVy'orksheets Progress check 11-15a and 11-15b for this activity. ACTIVITY Pairwork speaking AIM To find ten differcnces bem'ecn rwo picares byasking and answering qucstioos. GRAMMAR AND FUNCTIONS There i.s/are Is/Ate tlere J Hounat4t -? Someandany Prepositions.of phcc Present condnuous The artidc VOCABULARY General PREPARATION tr{akc one copy ofVodaheets Progress dreck ll-15a and I i-l5b for eachpair ofstudens in thc dass. TIME 20 minutes PROCEDURE 1 Ask the snrdents to work in pain of Sodent A and Student B. They should sit hcing ooe aoottrer. 2 Give a copy of Worksheet Progress dreck ll-15a to each Sodent A and a copy of Vorksheet Prcgrcss ctrcck 1l-l5b to eadr Student B. Tell thc stud€nb not to show thcir picftrc to theirpartoer. 3 Tell the snrdents that their parher's pictre is alnost identical to their own picnrc, but that there arc tco differences. 4 E:rplaio that theyare going to tryto fnd the ten differences by describiog theirpicnues and asking and answgring their partneds qucstiors, notshoqring theirpicturcs to oae another. 5 Vhentheybavefinishcd, cirecktheiranswers. The differences are as follows PICruREA I There's a florist's bcts'e'cn the greengrocer's and the travel agent's. 2 The man coming out of the gretngrccer's is carqing a shopphg baslier 3 The woman outside the caf€ is pladng a gular. 4 There's a dog next to the q'oman 5 Thebuisalmostenpq'. 6 Thc monrbikc has no passenger. 7 The peson riding the biqdc is wearing a hdmer 8 The two pcoplc sining at a table in hont of the caf6 arc eating sandwiches. 9 The o&er person sining at a uble in fr,ont of ttre caf€ is doing a crossword l0 A man is taking a photograph of two childrcn eating ice creamPKruRE B I There's a newsagcat's bctn'eco the grccngroccr's andthetravelagantb. ' . 2 Themanconingoutofthegrrcngrocer'sis carq'ing some flowers 3 The woman outside tlrc caf6 is plaFng a viotin 4 There's no dog oext to thc women. 5 Thebrsisverycmwdcd 6 There are two pcople on the motorbike. 7 Thc pcrson riding the bicyde is not wearing a helmer 8 The two people sining at a uble in front of ttre caf6 are drinking tea9 The other person siring at a ablc in front of the caf6 is writing postcards. . l0 Amanisukingaphotognphoftwo.cbildrcn . cating hamburgers. OPTION Ask the snrdens to stry is tleirpairsandto look at\Fortslieet Pr,ogress ctreck I I - I 5a for one minute. Theo ask them td?ut the picnue awayand vrite down as masy dcails as they can remember about the picnue. After five ninuieq ask ttrc pairs of snrdents to give their scntenccs to anotherprirto dteck :. @ Macmillan Publishen Umited 1997.
- Prognss check @ Picture B Spot the differertces {ffi w #'/ 6 Macmillan Publishen Umited 1997
i How was your holidaY? Reward Elementary Resource Pack g Macmillan Publishers timited 1997 PHOTOCOPIAELE
i Hotu Lucts yoLtr ltoliday? worksheet @ ACTIVITY i \I'hole class: sPezking I : Ilill drill (For dctailed instructions and adrice on rsing mill ', drills, xe the notes for teachers at the beginning of the : Rcsonrce Pacli.) : i AIM I To speali to as mant panners as possible, asking and i ans*'ering quesdons about a holiday : : GRAMMAR AND FUNCTIONS i Ittas/ude I V/hat u,as it like? : VOCABUIARY : rvords associated n'ith holidals : PREPARATION i Make one copy of the n'orksheet for each gmup of up to tcn i snrdents. Cut ttre norkshcet up into cards, bcing carcfrrl to cpt. i and fold as indicatcd. l'ou will nccd to kecp one card for l 1'ourself to demon*nte ttre actil'ity. l TIME li minutes PROCEDURE I If there are more ttun ten students in the class, dividc them into groups. Gh'e one folded card to each student in the class. Keep-one for 1'ourself. flighc rcn'con{ortable/fne people: rcr1'friad\' food: deliciott{wt1'good beach: lorcly and clean/nice and quiet nightlife we,liueby'Soodfan cntenainmcnc wq, good/OK sceneq: lotcll'/beautiJul town: ue4, Prettl'/nie and quiet Now writc an example dialogue on tbe boar( indicating the language the mrdenrs should useFor cxample: SrudentA Hou' tl'as Jour holidal? Srudent B: It u'os gre& SrudentA: What uas the ueathqlike? Student B: It uas hot and stnnl'. Demonstrate the actiriq wfth indhidrnl sudens, using ttre card 1'ou kcpt for voursclf. Tcll &c students to hold their cards so that thc piclulc is ftciog thcm and fte qucstion prompt is hcing thcirpanncr. Ask scferal pairs of studsrts to dcmonstratc the activity to thc whole class' using the cards as PromPts. Now ask the snrdents to go round ttre dass orgroup and ask and answer que*ions withas rnacydifiercnt Paqtcrs as possiblc, using thcir cards as promPts. kr ttris Part of the activity, the snrdens ask a diffcrcat guestiorl but give thc same answer each time they dunge Partncr' When the snrdents havc 6nished, askthem to ordunge carG and to go round the class or group again' tttis time holding thcir cards the other way round so that thc - question promptis facing tbcm, andtttc Picturc is facing ttreir partner. The snrdents tate it in turns to ask and answer questions rsing dre cards as promps. ln this part of the aaivity, the studena ask the same quesdon, butgive a di.fferem answcreach time theyr change partner. 7 The studcnts continue asking and aswering in this way until they have spokcn to as oaoy diffcrant partncrs as possible. i3 : 2 Tell ttre sildens tbat dte!' arc going to ask andanswcr questions about a holiday using their cards as prcmpts' but before they 6e this, ask them to look at the picnre on their card and ttrink of an adjective or adjectives to describe ir They should n'rite the adjective or adjectivcs in the space prorided under the picture. Be on hand to helP the snrdens and make sure ttreywrite appropriatc adjectives for their Picnres. For example: weathee wrYttntm/hotandsuttnY hotet bigandmodqn/nieanddean O Macmillan Publishers Umited 1997.
Health suruey Reraard Elementary r , i, -ResourcePack -." ; -:'3: F4+i ,^ n-t':d-.!._,&re: fr r{ *,[email protected]"" , -* ,. ; E< On'an average day, how many people ... ... cat sone fresh fruit? ... cat some green vegcubles? FIND OUT. t On ao erverageday, how many1rcdple... . .-- eat some brown bread? 'r... drink some beer or v/ine? a . ' :- ,'- . FIND OUT. \ ---- - --- : On an av€rage dan howmaoYPeoPle -. ... Put some sugar in tea or coffee? ... eat some chips? FIND OUT. On an average dan how maay people... ... smoke some cigarettes or a pipe? --- driok some milk? FINTD OUT. On aa av€rage day, how manY PoPle -. ... take somc medicinc? ... do some excrcisc? FIND OUT. ?@e On an averag€ day, how many people..- ... tdrc somc vitamitr pills? ... play a spon? FII\TD OUT. On an average day, how many people ... ... cat some pasta? ... cat somc red meat? rL\iD OUT. On an averzrge day, how manypeoplc... ... eat a burger? ... cat^Pi7a? FL{D OUT. C M6cmillan Publi:hers Limited 1997. PHOTOCOPIASLE
t,Heattlt SLIt'L!e-j' workshee t @ IiJOTE: Thrs acivitv is noi linked to the activity on Worksheet 17b. ACT!VTTY \\trole class: spcatiing ' , AIM To do l hcdth sun'e.r. . GRAMMAR AND FUNCTIONS Counnbleand uncountabtc nouns : Sonteandanl' : i VOCABULARY l Foodancldrinf, 1 ; PREPARATION : : .\lake one copy of thc n'orlsheet for eadr group of up to eight , snrdens andcut it upinto cards as indicated. : i T|ME 1 30minutc , PROCEDURE '' 1 If there are more than eighr snrdents in the class, dMde them intogroups. 2 Give oae card to each studenr L'r thc class and tell them that they are going to find out some information about the health oftheir group. 3 Write an exanr/e on the board: On an atcrage day, how many people eat some egs? Elicit the question thq will need to ask individud snrdena inodertofnd out the ao$eer to this question: On aratwage day,doloueatany eggs? lfiite a{rother er.emple on the boan* On an aatage da1', do jou walh tun kilometres or morc? 4 Tell the snrdcnts ttrat ttrey are going to ask and answer similar questions in order to answer the questions on their cards. They should put a tick next to the reler"ant qucstion on their cairl each time somebody answers Yes,I do aada cross cach time somebody answers No, I donT 5 Beforc ther san thc actirin', malie sure etentodt knons hon' to ask their question. h panicular. makc sut thq' transfomr sorze into 4rU' io th€ qucstion form. 6 Now ask the snrdens to go round ttrc class or group asking and anss'ering questions and puning a dck or cross next to the quesrions on their card each time thq'change pannlr. 7 \\hen thq'havc spoken to evcn'bod'r'in the class or group, ask them to rvorli sith tn'o or thrce other sruderrts in theirgroup and tondte some of the infomution thel' havegathered on a postcr. For eramplc: Fiw people in our group eat sontefreshftttit on an aurage da1'. OnlT,one percon doesTt't eat an1gneet, wgehbles OPTION Compare the cles rcsrls with the renrls of a sun'ey carried out into tbe healh habits of British t cople. On an average day 7896 eatsomefrrshfruit 7796 eat somc grecn vegetables @96 eat some b'rovn bread 47% drink some beer or wine 46% put some zugar in their tea or coffee 33% eat drips 31% smoke 30% drinli some milli 30% takesomemedicine 22% do some excrcisc 16% ukc some viamin pills 896 playaqport 22% eat some pasta 3l% eatsomeredmeat 38P,6 eat a burger l2Yo atairza. r GenerallS womeo are healthier thanmen andyoung people drink more dcohol and smoke morc cigarenes. 1 I , r i I , t O Macmillan Publishers Limited 1997.
Wtat shallwe do? Reward Elementary ' - -.. - -i;ld- " C Macmillan Publishea Umited 19!t7. PHOTOCOPIABLE
What shall u'e da? worksheet@ is not linked to the ACTIVITY rl'hole class: nriring spea*ing t llill drill (Fordcuiled insmrcdons and a6'ice on using mill drills, see thc nores for teachers at rhe bcginning of $e Resource Pack.) AIM To speali to as manv panners as possible, asking for and making zuggcsions. GRAMMAR A,ND FUNCTIONS Asking for and mdiing suggcstioos VOCABULARY kisure actiritics PREPARATION Make one 'copy of the wor*shcct for cadr group of up to ren studcnts. Cut thc worlisheet up into cards, being carefi.rl to cut and fold as indicated You rxill need to kecp one card for 1'ourself to dcoonstnte &e actft{q'. t TIME 20 minutes PROCEDURE 1 If there are morc than ten snrdents in rhe class. diride rhem into groups. Give onc folded card ro each snrdent in the clas. Kcep one for.r'ourself. 2 Ask ttrc snrdcms to rhink of a suggesdon for the question on thcircard and to ETire it in ttre space prorided. For example: Where/go tonight? Suggcstion: go to the cinmu Vlnt/do afu this lessoz.2 Suggestion: ptra), lalr6 \Xhen the snrdents havc done that, ask thep to fold ttreir card so that the question is on one side and the suggcstion is on the other side. Tell the snrdens that tlrq'are going to asli for and malie suggcstions, using thc cards aspromprs. Write an eiample dialogue on the board indicating the language the $udealts should usc. For example: Studentrlc Whqe slall up go tonigt P StudentB: Izfs go to the cinmul-' Demonstrate dre activity wittr individrul smdents. Te[ rhe studeots to hold their cards so that ttre qucstion is hcing them and *re zuggcstion on the othcrside isfacing ttreir partncr. Ask sevcral pirs of srudena to demonstrate the activity to the whole dass, using ttreir cards as prompts. Now ask the smdeas to go round the "lass orgroup asking for and making suggestions with as many different partners as possible, using thet car& as promp6. In tris part of the aaivity, the strdcats repcat the same qucstion seviral times, but makc diffcrent suggestions eadrtime thq' change partncr. When the snrdens have finished ask ttrem to exchange cards and to go round (he chss or group rg2in, thir trgp holding ttreir cards the otherway round so the question is facing ttreir partner. Thc snrdcnts uke itin nrms to ask for and makc zuggcstions, uing their cads as pcompts- In thi. pafi of the activity, the gdqts ask a diffcrent question each time ttrey cbaagc partner, but rqrcat the same ' suggestion rveral times. The snrdqrts continue askingfor xad mzkiqg5uggestiens in this wayuntil theyhave spokcd to as manydiffcrcnt partners as possible. @ Macmitlan tubli$ers Umited 1997.
Poor FaAo Fabio was from.Rome in ltalY. but he really wanted an English girlfriend. One night he decided to go to a nightclub. At the dub, he r:a:ched th: leorte danctns Fabio loved dancing, but after three records, he fainted. e Macmillan Psblishe'! Umited 1997. Reward Elementary Resource Pack 'D."" """'= Iast summer' he studied Engiish , tu n"o a rot of friends ri o*rot, in Oxford. : ez: Csl Fabio had a problem. He wanted to be big and strong, and then he noticed a nice young woman. His friends carried him outside and rvere surprised to find r but he was small and very thin. i : ' To his surprise, she smiled at , him, walked across the room and asked him to dance. that he had six pullovers on under his jacket. PHOTOCOPIABLE
Poor Fabio worksheet (@ ACTTVITY Groupworli: spcaking, rcading r AIM To predict a story from picnues and to match lincs of a story ro picnrcs. GRAMMAR AND FUNCTIONS Fast simple: rqgular vcrbs VOCABULARY Gencral PREPARATION Make one copyof the q'orl'sheet forcadr group of rhrce snrdents and cat it up as indicatedTIME 30 to 40 minutes PROCEDURE t. I Ask ttrc studeots towor* in groups of threc. 2 Give eadrgroup a copryof rtrc picnue story but do not give them &etattyer Flrphin tfut they arc going to read the story, but tbar before *rq do duq thcy shoild speod a few minutes in tbeir groups bokiqg at the picar€ stor,' andtrying towork outwhat is bappcoing. 3 Nowwrite ttrefollowiogverbsonthe board Ask ttre strdens toworkin theirgroups and to decide which vcrba hcyexpect to sec in the sitory. You may need to e4plain the mcaning of some of thern b. pW dedde receiue ,narry futw sfrrdy 'uatclt ask dic unth hate calty open finish twtice Whetr the students have done thag workwith the whole cl2qs and ask goups ofstudents to take it in turns to call outtlreverbs hcyhave choseo- Undedine theverbs they call out and do not worry about whether ttrey appear in the text of *re story 91 qe1 x1 his stage. Eicit the past tenr ofthe vcrbs you have undedined and pre-teach other words or exprcssioru from the story if neces$ry. I 5 Nos' the snrdeasare readl'torcad the sory. Git-e each group a copy ofthc cut-up tcxt and ask them to match one piece oftext to cach picnue. 7 Chcck tlrat *rq' harc put thc sory in rhe correcr order and note how rnanv verbs trq' had predicrcd correcth'. OPTION Ask thc studcns to q'ort in theirgroups and to pur thc verbs \ C. \.J \ .U ';) . from the sory iruo three colurnns accordiog to the : pronunciationofrhe-edcndings { Yo/ nd/ ru (- S unth $rrlle aant faint snrdied n'anred i*** S carried decided sellied loved fainted askcd smiled { noriced : I damed \ FOLLOW.UP 1 You can use tlrc cut-up tcxt of thc story to do a 'comrnunity dicution'. 2 Ask thc students to work in groups of up to t2 and ghc cach strdent onc part ofthc story in random order. 3 Noqr ask them to stand up and to form a lioe in the order ofthe storyby saying thcirsentences aloud They*ill need to repcat their own sentcoce scveral timcs and listen to thc other snrdents' scntcnces carfrrlly. 4 Vhenthc storyisin the corrcct order, ask the sn:dents to sit down in theirgroups and ga readlto write rhe $ory. 5 fr.plain that each student is goiog to writc the v'hole story. Eadr srudeot dicgtes ttreir own scotcoce tg the rtst of the group and answers qgestions about the spelling and puncnration of their sentencc 5 Ask ttre snrdent with ttre first line to rad it out foi*rerest of the group to write down. The studeots then take it in tums to rcad out their sentences in ordqr for the t rrtf tn. group towdtc dow!- .t 7 Vhen ttrey have fnished" give out copies of *re complerc storyso that the studcnts can conecttheir owo work @ Macmillan Publishen timited 1997.
(@ lWtat are you like? Reward Elementary Resource Pack ) fold fold fold fold fold fold Dear ger.$iund, ff\g narne is anol l'm (age) I'ue got , - hair a.nd eLrcg. T'rn - rnelre, and Tm quite (size) 1 lcrak Uke 19 I'm (character) I tike, and but f dodt Ut<n P\ease 6r''.te, ta rne and tdl rqe whar r.{su'rc Ule.. O Macmillan Publishers timited 1997. PHOTOCOPIABLE
lWmt areY:lhk( worksheet @ ACTIVITY Groupwork writing r AIM To write a descriPtion of a PenonCRAMMAR AND FUNCTIONS TalkingaboutaPPcarance , VOCABUIARY Adjectivcs to dcscribe people's appcarance and charactcr Phpical ftaturcs PREPARATION Make onc copy of the worft$eet foreach snrdent in ttre dass' TIME 30 misues PROCEDURE 1 lntrodrrc *re idca of a pcnfricnd and ask the gudents ntrat tbq n'ould *rite if ttrq'wcre *riting to a pcn&iend for thc firsr timc. 2 hplabthat ttre sardenr are going to n'ritc a letter to a pcnfricod aod rtnt tttcy are Soing to invcnt the deuils' 3 Divr'dc 6e cus into groups of eight and givc onc cop.v of tlre qp*shect to each *uderrr in ttrc group. 4 Ask thc snrdena to iov€xrt a name and an agc for *te pcrsonwrfting thc lener and srite it in the spacc providcd Nowaskthemtowrite F orMat the bonom of rhc page according towhcttrer tlrcyhave wrinen thc namc of wornan @ ora man (M). 5 Vheo thq have done that, ask them to fold ttreir piece of papcrso ttrat the sentotcc they hafc sritten is hiddcn' and tlrc next rntence b$nnrrryI'w got.'. is risible' They shouldtheo give it to the student on tleir lcft 5 Asktbc studeos to inveff details to complete thc sentencc whictr is now at thc top ofthe piecc ofpaper they have rcccivcd, taking norc of wtreths the person is a woflun or A IIUIL ? Vheo 6ey have dooc tba! ask thein to fold it as beforc and girc it to thc student on dreir lefr 8 Rcpcettttc activity until all the sentcnces havc bcen complaed 9 Tell the snrdeots to opco out tle completed lettcr ttry bave received This is theirnew penfriend 10 If thcrc are anywords orphrascs ttrat the snrdents do not understand or think are iocorrccl tcll them to fnd the snrfutwhowrote them andask tbem to erqplain or con€ct the word or pbrase. OPTION , Thc snrdeots can usc the samc worlsheetp write a ffi to theirpcnftiend byfilling in the blaolsYrith rcal deails about themsctves. Altematively, ask the snrdeots to ttsc the same workshe€t to writc a descdption of somebody elsc in ttre class or of i hmots pcrsoa for tlrc rest of thc class to guess. t.) O Macmillan Publishers limited 1997.
Reward Elementary Resource Pack I , YOUR IAST HOLIDAY I WENT TO YOUR PARTNER'S tAliT HOLIDAY PARTNER'S NAME y'= I was right . fi= I was wrong I went witlr... He/she went with... I travelled by... He/she travelled by... " I stayed in a.. He/she stayed in a.. I stayed there for... Helshe *ayed tJtere for... The weatlter waE... The weatherwas... I bought... He/she bought... I visited... He/she visited... t I ate... He/she ate... I &ank... He/she drank.. In the evenings, 1.., In the evenings, he/she... O Macmillan Publirhe6 Limited 1997. PHOTOCOPIABLE
lAtnlidaY worksheet @ ACTIVITY Pairwork sPcaking t AIM To gucss dctails about a partncr's last holiday and to 6nd out how manyprcdictionswere right.' GRAMMAR AND FUNCTIONS Past simple irrqular verbs feqlno quc$ions and short answers VOCABUIARY Iffcguhrlrcrbs Vcrb associatcd witlt holidaP PREPARATION Malce onc copy of the workstreet for eadr snrdcnt in the class. TIME 30 minutes PROCEDURE 1 Givc one co1ry of the wortshcet to eadr mrdcnt in the clecS. 2 Ask ttre snrdcns to srite about thcir las holida;'b1' complaing *re seotences in the columo martcd l OtjR IISTHOIIDAY. Tcll them not to sho*'the othcrsnrdents what they arc nriting. 3 Whcn they have dooe that ask them to wort in Pairs' but tell thcrn thatit is imporunt not to shoq'theirworlshctt to tlreirpartner. Thq should sit facing ooe anothcr. 4 Tellthe snrdenstowritc thckpdtner'sname inthe spacc providcd at ttre toP of the column o2rkedYOUR PARTNER'SITISTHOIIDAY. They theo need to ask where theirpartncrwent forthcirlast holidayand wrirc the rume of thc place in the space prorided undcrthe name- They must not ask for any frrther information ycr 5 Now tell ttre snrdcoa that ttrey are going to gucss what ttrcir partner did on holiday by coopleting thc rqteoces in the cohrmn marted YOUR PARINB''S IIST HOIIDAY. fmphlsc agaio tlut they mus not ask dreir partnerya. 5 lfhcotheybarrcdonethat" thc snrdcnsshould takc it in nrms to checkvftcderthey grrcsscd corrcctly byasling their partocr questions. Forcxarple Student A Did You go with ]a,$ fantlf Student B: No, I didn\ I utent ufih my friends, Mlou go uithlnur lru.frand? Student.lc YqIdirI The sordcos should put a tick ora cross in *re eo! column' depcnding oo whcdrertheygucsscd con€cdy or not If necessary, givc the snrdcnts time to rprite down the qucstions they needto askbcfore dreybegin this part of the activity. 't 7 When the snrdentshavefinishedcheckingtncirguka with thcir gartner, they strould add up &ck total number ofright guesscs. Find out who scored the highest total ... FOLLOW-UP Ask ttre snrdeos to write a sunmary of thcir parrrer's holiday- ,,? \: @ Macmilhn Publisben limited 1997.
Progress check Find out EverVOohV in the class had dinner at home yesterday.. TRUE OR FATSE? FII{D OUT. Everybody in the class drank some truitjuice for breaKasL TRUE OR FATSE? FIIID OUT, Everybody in the class spent some mgney yesterday wening. TRUE OR FAI.SE? FIND OUT. Everybody in t}te class ate some chmolate yesterday. TRUE OR FATSE? FIT{D OUT. Everybocly in the class read a newspaper yeslerday. TRUE OR FAI.SE? FIIID OUT. Everybody in the class ate some meat ysterday. TRUE OR FALSE? FII{D OUT. Everybody in the class went out last nighl TRUE OR FATSE? FII{D OUT. ffi, @n Everybody in the class bought some cigarettes yesterday. TRUE OR FALSE? FII{D OUT. Everybody in tie llass wrote some letbrs last weekend. TRUE OR F[I.SE? FII{D OUT. Everybody in tie class visited a foreign counfy last Year. TRUE OR FALSE? FIITD OUT. Everybody in tie clas made some telephone calls yesterday. TRUE OR FATSE? FIND OUT. Everybody in the class did some sport last week. TRUE.OR FATSE? FIT{D OUT. O Macmillan Publishers Umited '1997. PHOTOCOPIAELE
Find ottt worksheet Progress check @ ACTIVITY : i $trole class speaking AIM To 6nd out information about members of the class by asking and answering questions. GRAMMAR AND FUNCTIONS Simple pasc tguhr and irregular vcrbs Yeqlzo que$ions Countablc and rurcountablc nouns Someand.any VOCABULARY Gcneral PREPARATION Make one copy of the wortshctt for eadt group of up to 12 studeos. Cw the cards out as indicated. TIME 20minutes PROCEDURE I Writc e s'ratemcnt about thc class on the board. For orample: hmlbodf in thc clas ate some rcgeables yesterdal'. Find out whether tlris is true b,r'asking individud snrdeats: D'd lrou eat an), wgetables )estqdq'? Writc a tick onthe board cadr time someb@'anss'crs l'es, I did mda cross eactr time somebody ansrers r\o, / drdz?. Thel cross the statcment our and sdte ttrc correct information. For examplc: SetM, students ate some wgetebJterda),. Nine studmts didnl eatan),tlqetabb j,estafu1,. Now tdl the snrdens that they arc going to correct similar statements2 If therc arc more than 12 sndcns in the class, dividc thcnt intogroups. Givc onc card to each snrdcnt in the class. 3 Tellttrc snrdents tbatthq areresponsibleforfnding out whetherthc statement ontheir own card is mrc orftlsc, and correcting it ifnecessary. 4 Nqw ask ttre students to go round the elass or group.asking and answcring questiom. Tell trem to write down on their card a tick eadr time somebody answe$ Yq I did andz cross eadr timc somebody answcrs No, I didnt. 5 Vheo theyhavefnishe4 &cyshould sit down and take it in firms to reponback to ttre dass or group on s'tut they found out during the aaivity. ,. 1 @ M.cmillan Pubtistrers Umired 1997.
. -:i-' ': Remrd Elementary . Resource Pack John Lennon was born in (1) 19 and lived with his aunt and uncle in Liverpool. When he was 12 he leamed to play the (3) buthis ambition wasn't to be a musician-h" *inted to be a millionaire! He was (5) years old when his mother died in a car accident. As a teenager, he created his first group and they werc called the Quarrymen. He met a, in 1955 and they started the Beatles in 1960. (e) became their manager in 1961. John married Cynthiain L962 md. they had a son called (1 1) [,ater, John and Cynthia divorced and in November 1966 John met Yoko Ono in an art gallery in London. ne mei (t3) in 1967 and started doing meditation.In the same year, Brian Epstein died. On March 20th 1969, John and Yoko (15) and the following year John left the Beatles and created the Plastic Ono band. They had their first hit with 'Imagine' in (17) 19 - - In 1975, John and Yoko went to New York and had a son called (19) John l:nnon was shot outside his home in New York on December 8th 1980. (1) (3) (5) {7) (e) (1 1) (13) (15) (17) (1e) O Macmillan Publishers Umited 1997 PHOTOCOPIAELE
lJotut Lennotx workshee " @ .ro @ NOTE Use Worksi',eeg 2l a and 21b for this ACTIVITY Pairrodc reading sriting spealting r AIM To write and ask quesrions to obain information in order to complete a life hisory. GMMMAR AND FUNCTIONS Pastsimplc I7ft- qucstiotu VOCABUIARY Lifehistory ' PREPARATION Makc one copy of Sortsheets 2la and 21b for each pair of sudenn io thc dass. TIME i0 to 60 minutes PROCEDURE 1 Tell thc srudens ttw thq'are going to read rcme information aboutJohn lrnnon's life. Italie surc thc srudents knon' s'ho John Lcnnon nzs and ttru he died some dme ago. Point out that thcrt is some informadon missing from ttrc text that 1'ou are going to gire *lern 2 Dhide tbc mrdems into Group A and Group B. Gir-e one copy oflflorlrtreet 2la to cach student in Group A and onc copy of Wortstreet 2lb to each snrdent in Group B3 Ask thc sndcnts to q'orli r*'ith a panncrfrom thc same group fortlrc first pan of dre actir'iq'. F.xplain that thcre arc some dcailsmissing from thcttext anq that thq' strould srfte doqn tlre questions thq'neef to ask to obain thc missing information. All the srupcna must s:rite thc qucstions down in the spaces providep on their wortshcct Foroa.mplc: Student,q': Q> Vlrefl lDaslohn Lennon boni? 6)Vld dA heban toPlay? Student B: (DWIlqe did lE lite uttth his aunt and unde? (4>Vhd dAhe u'ant tobe?otVhat u'as his atnbition? Whilc the studens are doing this, bc on hand to answer questions and offer helP. rWhen the students have finished ndting questions, ask thcm to work with a partner from drc other group. Student Aaod SnrdcntB should now sit faciug one another and take it in nros to ask aod answer questions in nr.rmerical ordcrto find out the informationmissingfrom their own torr They strould write the information irf thc blanks on theirwortshect When they have fnished exctnoging informatiori, the pairs of snrdents compare thcir completed tents, wtrii$ should be identicat. '-' t.? O Macmillan Publ'rshen timited 1997.
Reward Elementary Resource Pack Iohn Lennon was born in 1941 and lived with his aunt and uncle ir (2\ . When he was 12 he learned to play the harmonica but his ambition wasn't to be a musician - he wanted to be a (4) !He wes eighteen years oldwhen his mother died in a car accident. As a teenager, he created his first group and they were called (6) He met Paul McCartney in 1955 and they (8) ln 1960. Brian Epstein became theii manager in 1961. John married (10) in1962 and they had a son called Julian. Later, John and Cynthia divorced and in November 1966 John mit (12') - in an art galtery in London. In the same year, (14) died. On Maich 20th 1969, John and Yoko got manied and the following year John left the Beatles and created (16) They had their first hit with 'Imagine' in 1971. h 1975, John and Yoko went to (18) and had a son called Sean. John Lennon was shot outside his home in New York on (20) (2) (4) (6) (8) (10) (12) (16) (18) (20) C Macmillan Publirher li'mited 1997. PHOTOCOPIABLE
I
Reward Elementary Resource Pack B Macmillan Publishen Umited 1997 PHOTOCOPIABLE
iFind sonxeotte who... workshee, QD ACTIVITY \Itrolcdass: spcafing I AIM To ask and answer questions and to complcte a chart. GRAMMAR AND FUNCTIONS Dates Fxpressions of time VOCABUIARY Ccne.tt PREPARATION Make one copy of thc n'orf,rhect for each snrdcnt in the das. TIME 20 to 30 misues I. PROCEDURE 1 Givc ooe copy of fte workheet to cach snrdcnt in thc class. Explain tbal they are goingto trant'orm thc statemcnr on theirwortshect ino que*ioruandtheago round thc class asking one another thc que*ions. Ask Orcm to work in pairs orsmallgroups for the frst part of the acthiry and to write downonaseparate pierc of papcr thc qucstiors theywill need to aslc Chcck thc questions - thcrc may bc sorcral dternattves for one statemenl psl exemFle, ftc qtaionFfud nmeorc uho has their birthfuy in the sme manth as;oz cottld be answcrcd b,v any of the following qrstions: Is lnur birtMcy tn Febntry? 'Vhm isyourbtrthdalt 'Wat month Ls yur Urthdaf . Now the snrdcnrs are ready to go round the class asking one anothcrthe Ercsiom. \Phen they furd somcone who ans,wcrs3ms to a qucstiorl they put that person's naroe next to thc statement in the qpacc provided It is very important to tcll tlre strdents ttnt thcy can onlyput thc samenamc twiae.This is to encouragc them to speal< to as mauydificren: lnrtncrs as possible. Vhen onc snrdeot has found a nane for eadt of &c statcments on the worksheeq stop thc activity. As a follow-up, ask thc studeoa o saywhictr sutemcnts wcre difrcult oputa nanctoandwhidtwere easy. :5 ! I I I I I I I I O Macmillan tublishers timited 1997.
Vfimt aretlwirnama? Rsruard Elementary Resource Pack .'""1 ' 3 M.<millan Publishers Limited 1997. PHOTOCOPIABLE
Wltat are their rtantes? worksheet @ ACTIVITY Groupwork spcaking t AIM To 6nd out peoplis nrmes br dcscribing them. GRAMMAR AND FUNCNONS Descibingpeoplc Prcscnt continuors or present simple Actions ofthe &cg bands and bodY VOCABULARY Itcms of dorhing PREPARAilON Make one copy of the *'ortsheet for cadt group of three or four *udens in the class and ort the Picru€s out as indicatcd Make onc copy of the n'orlshect for cach student in thc class and don't cut the picfirc out. t TIME 20 minutcs PROCEDURE 1 Ask tre snrdcnts to work in groups of three or four. 2 Givc each gmup onc copy of the n'orlshect. cut up, and ask tlrcsr to take three or fou picnrres each nithout showing &co to the ottrcr snrdcnrs in the group. Thq' sbould put the rcmaining picrures in a pile face dorvn. 3 Tcll them toimaginc ttrat ttrel knowthe people in their pictures but tbfi the ottrer sudens in their group don't knon'&eo4 Now tdl ttrem trat ttrey arc going to dcscribc thcir ftiends to the otber suderts in their group, but 6rst thq shottld spcnd a fcw minutcs invcntingnames for*rem and writing dgnrn dcscriptioru of then. Be on hand to anss'er questiom and offer help for ttris pan of the activiry. Now give one copy of the inuct sorlshect to each student inthc r{r<c. Tell them not to identi$ their own pi<tures of pcople on *re wortsheetl'ct Snrdcots nowalie it in tums to describe the people in tlreirown picnles, widtout showingtheut, so ttrat the othcrstudcots in ttre group can identi$them on their own wortsheec TheyshouH begin likc tttis: ?7n* is Katja Slub got slwrtfalr lnir and sle's tuadngThe otbcrsudests in *regroup shouldlisten to &e complete descriptioo and then point to thc picnre of the pcaon wto fis that dcscription- If they arc dghq ttey strouldwrirc fte name on the picrure. C.ontinue like this until the studcnts have fnished desoibing ttrcir pcople. They should ttren inveni names forthe rcmainiogpeople on the worksheet ;5 i i i5 FOLLOW-UP f 1 Vhen the students have finishcd dcsctibing and writing in tlrc names of peoplq tell thcm that therc are six*' couplcs on tlrcirworkshecs and tbat thcy strould dccidc who they are" 2 Vhcothcyhave fnisheddecidingwhichpeople go togcthcr as couples, askthem to comtrnre thcir couples with another $roup. TeJl ttreu that thcrc are no right answers, but thcy $ould egplain wtry they put people togcther. I Macmillan tublishers Umited 1997.
What aml goxng to do? Reuard Elementary Resource Pack X 3< .1' O it a+ '' You're going to drink a cuP of tea-" it .ao f, You're going to ask your ieacher a question. ir .t O You're going to parachute ftom an aeroplane. ?.a Q o !' You're going to dive into very cold . waten ?r tt ?t t+ ?r Yciu're going to eat a delicious meat. .a ?t O Youtre going to go out with someone special tonighL \ .t O .t . l.a Younre going to ski down a mountain. ?r .1O lt .t ' .t ' You're going to do the washing up. +.a ?r Jt ,t ?t t .t You're going to speak in public.. a. t? '' You're going to go out for a walk in the rain. You'l"e going to sunbathe. You're going to run a race. You're going to get on a bus. f ? You're going to take a class photograph. ?t f t j l a ?t You're going to get into bed. ' C Macmillan Publishen Umited 1997. t O You're going to fall ofr a ladder. (} a tt a ' PHOTOCOPIABLE
IWmt ant I goittg to do? worksheet Ab ACTIVIW \Itrole dess spealiing AIM To mimc the aaions leading up to somethingtou are going to do. To guess n'hat odter membcrs of dre class are going to do b-r watching thcir mirne. GRAMMAR AND FUNCTIONS C,or'rlg lo + infnftive VOCABUTARY Evcrl'day and lcirurc actirities PREPARATION Ilake onecopyof the n'orlishcetand cut it up into mime cardi as indicated TIME 30 minutcs ,. . PROCEDURE 1 Ask $e $udents ro n'atch 1'ou. Choose onc of the mime cards and mirne the actions 1'ou s-ould do in preparation forthe acion marked on the card (but not the acdon itself;. Freeze jrm before the action itsclfand ask rhe class ll'Tnt an I goittg to do?\oudo not hat'e to bc a brilliant mime anisn- but it is esscntial ftat 1ou arc s'illing ro mime enrhusiasically and not be cmbanasscd - this sill put the smdcnts ar ease when it is ttrcir tum to do a mime. 2 Tcll tlre snrdents that tlrq'are going to elc it in mms to do similar mimcs for ttre resr of ttte srudents to guess. But bcfore trq'bcgia divide tre chss into teans of fir'e to eiehr I 3 Decide rthich team is going to plal'frrs and ask them to choor a srudenr to do the first mime. Remind them thq' must freeze ius before the action and sa-v Wnt an I goittgto do? 4 Give thc firs plal'era mime card and cxplain to the class thaq q/hco hc/she freezcs, on$ the members of his/her tcam arc dlowcd to call out a grcss at first. Team members strouldco'nsultbefore gucssing If hisftcrtcam do not guess the action correctly, the othcr t€anrs are allon'ed to gucss. Teans score two pointsfora con€ct guess.' 5 C,mtinue until all the mime cards have been uscd- Thc team with the highest score are the winners. OPTION If you ttrink pur snrdents may bc embarrassed to mime in front of the stoh dass, or if you barrc a veq' large dass, malc one copyof theworlishectfor eadrgroup of six to eight sftdensaod askthem to do the activityitr t!rcirgroups. t G Macmilhn tublisher timited 1997.
I'd like an ice crea,m, Please E Macmillan Publithar Utnited ,l997. PHOTOCOPIABLE
il'd like att ice creanx, please worksheet AD ACTIVITY Whole class: qpcaking t .\till drill (Fordetailed ins-trucrions and advice on using mill drills, rc thc notes for rcachers at $e beginning of thc Rcsource Pack.) AIM To speak to as many pannen as possible, asking what peoplc would likc and maliing polite requcss. GRAMMAR AND FUNCTIONS Offers and requcsrs VouAUke Asking and seying how much things cosr VOCABUIARY Food and drink PREPARATION and fold as indicated. You will need to keep one card for 1'oursclf to dcmonsrate thc activity. TIME 15 minutes PROCEDURE ' 1 As this is a controlled practicc activity, it is esscntial tint thc studen$ are familiarwith the vocabulary before doing the mill drill It is a good idca o usc thepicturcs on the mill drill cards to rwisc orpre-teach ttrevocabutarythe *udestswill necd forthis aaivitp Foodand drinh Chobe of sizgfawur, etc anieocam sbau;baryorchoalate? somcfurchftla . rqular or latge? somcuctteror Ea*lingorstilV aglassof wata sone a;ffee or blach oruhite? aae of cofee sotu @ple pte or uith cream or b oesn? 4piece of npplepie i e Te[ ttrc snrdens tlrat ttrq- are going ro ask for rhc food or : drink shom on their cards. Write an e:ampts rtietggus sn Makc one copy of the sorlaheer for eactr group dup to ren i snrdents. Cut the wortshea up into cads, bcing carefirt to crft .i i the boand" indicating the language dre snrdens should usc. , For oarnple: i Studcnt k Canlleppu? : Snr0entB: I'dlike anieaeat4please. : Studcnt* WouldVoulikesfuaubaq,orchocolate? i Student B: Chotute,ptease. : 5 Demonstntctlrcactivitywieindieiduelsnrdens, using : ttre cardlou keptforyourself. Tcll rbe students to hold i thcir cads so that ttre picnre *rowing ttre food or drink is : acing ften aod tbcpicmrc showing rhc choicc of sizc, i flavour, ctc is facing ttreir partner. Ask scscral pairs of i srudena to denonstrarc &e activiq to ttrc s,trolc class, i using theirpicrues as promps. | 6 Now ask *re sndcns to go rouod tlrc ctass ql goup maliing i rcquesrs aod ofering cboices with as narry differvrt : pafirc$ as possible, using their picnue cards as prornpts. In i &is part of ttrc actirity, thc students rcqucst the sasrc food i or drinlq but offcrdiffercnt sizc, flanours, ctc. i 7 Vhenthesnrdeotshavcfnishc4ask$entoexchange i cards and to go rouod the class or group agai4 ttris time i holding thcir cards rhe othawey round so that thc picnrrc I showiog rhc food or drink b hcing tbeirpaancr and the , picnrrcshowiogttrc choiceofsize, favour, ctc isfacing themsctves. In this pan of the activity, thc studens ask for different food or drink eadr time tho'change partncr. 8 The snrdens coatinue making rcquess ind offering choiccs in triswayuntil theyhavc spoken to as uany diferent pa*necs as possible. OPTTON You can exteod the dialogrre so that ttre snrdents practise asking andsaying howmudr things cosL Bcforc theysart ttre aaivity, ask tbcm to witc the pricc of the food or drink cjn *re part of the card showing the droice of size, flarrour, etq*you can help them to decide how mudr these ttrinp usually cosc When all thesnrdears bave done that andyou bave ctrecked ttnt they have put a! appropriate price on thcir cards, follow the proccdure as abovg adding the following lines to ttre sample dialogue Sndeat.& Eaeyouare Studeot& Ilutth 1na Huu muclt is that? StudeotA: Tluls99p. " ,. AJtcrnativcly, the sardents can practise this threc-line dialogue in a rgarzte m;ll drill cut offttrcrpart of tirc cards showing the choice of sizg flavour, etc'and use thc picaues of food and drink as mill drill cards. Ask tbe snrdcns to rcrite the price of the food or drinkshowu on their cards os the blank sidc. Follow thcprocedure fora milt drill with snrdeos holding ttrc cards with tbe picnms of food and drink ftcing them and the price ficirg theirgartnerforthefrsrpart of the acdvity, and then holding the cards thc ottrerway round for ttre second part ofthe actirity. abu4u a@ke withfries or salad? rqularotlarye? e salad r uithuitratgette ormalnnnaise? asatdwiclr . (utith) white orbrowrbread? as:tcak mediumorrare? If there are more thrn 16a 561dsnts in the class, divide them into groups. Give one blded picnue card to each student in ttre class. Kcep one foryourself. Make sure each snflentknows howto saytlrc food or drink shoruo in the picturc on their card. In particular, make srrrc they knowwhich article to use (a, an or sonu). O Macmillan tublishers Umited I997.
|- rLrgf s)) Lr rc|.l\ Reward Elementary Resource Pack K":'- il:E Who was the last person to eat !c9 cteam? JI: -ili Who was the last person to take d'taxif Who was the last \ Person tobuY some t t - clothes? JWho was the last person to have a birthday? a ]- - r I t........... lVho was the last personto go dancing? Who was the last person to give someone a present? ilr ' r:' ill G\- 6--r rVhowasthelast lllll /A\ whowasthelast lli ^-' s. x"l3ffiHlri - rI -,- NT ?/ ,z S - - Who was tbe last person to make a new fiend? @ Who was the last person to have a meal in a restaurant? Who rvas the last person to do some exercise? lVho rvas the last person to lie on a beach? 3 Macmiilan Publishers Umtted 1997 PHOTOCOPIABLE
worksheet Progress check @ A,CTIVITY Vholc cless: qpeakiog AIM Tofnd orn information about mcmbcrs of the dass by asking and ansruing qucstions. GRAMMARAND FUNCTIONS Simplc past incgular vobs Ytr- qucslioos brptssioos of timc VOCABULARY Evcryday and lcisrc acth'itic PREPARATION Make ooe copy ofthe worlsheet for each group ofup to 12 snrdeots Cuthe cards out as indicated. TIME 15 to 20 minutes PROCEDURE 1 If ttrerc are more than 12 srudeffs in the cless, dhide thern into gloups. Gh'e one card to each snrdcnt in rhc class. 2 Tell the smdcnr *ut ttrey ar respomible for finding ttre arswcr to the quesrion on their oqm card b,r- spcaking to evento$' in fte dass or gmup. trtalie sure eadr studcnt knows how to ask thcir question corrcctll'and understands tlut the,vn'ill have to notc dorn the times when snrdcnts lastdid the aaions in orderto answerthe qucstion. For example; Studentl[ Vhen did 1ou last eat ice oean? Studcnt B: 0 ate sotne ice cream) last ueehend (Student A$'rit6 Studcnt B's name and last ueekend.) Smdent B: When did 1,ou last urite a lettn? Student A: I u,rote to n J, gfandmOther in ,April on lta birthdq'' (Studeot B wdtcs Studeot A s name andin,4pril) 3 Now ask thc students to go round drc cbs or group asking and aoswaing qucstions. Tdl theo that they can rnakc ootcs on thc back ofthcir card 4 Vhcn thcy hn'c fuishc( thcyshouldsit donn and take it in tufirs to r€portbackto the class orgmup onwlut they found out during ttrcactivity. For example: Stefano uas the l6tto eatice qeam He ate it ye*erAyafatwt Milene was the laito tmite a letter. Slre urctc ta her sista lastnight t.? t: Q Macmillan Rrblishers Limited 1997.
Snap! Reward Elementary Resource Pack -1 ....-.:...........-...-,.-...::.-.'...'....-'.. TfiTO Macmillan Publishers Limited 1997. PHOTOCOPIABLE
lyil worksheet@ ACTIVITY Pairc'ork reading.$cating r AIM To pla,v a gamc of Srup.' bv meliiag correct collocations' GRAMMAR AND FUNCTIONS C.ollocatioo VOCABUI,ARY Ircmsof shopping PREPARANON Make two copies of tlrc r*'orlsheet for every two or three $udents in the class and cut the cards out as indicated. TIME l0 to l5 minut€s PROCEDURE 1 Tell the snrdents that thq'are going to plal' a card game called SruPl 2 Ask the srudents to rsork in Paks or grouPs of three and explain hon'to pla-v thc game using the insructions below. 3 The srudents are readl to pl4'the game. \Xtdle thq' are plaltng, go rcund to each group and check thq'are playing correcdy. HOWTO PLITY TIIE GAlt[E 1 PlayerA strufrcs ttre cards and deals tlrcm dl out equall,v to dl the ph,vers" 2 Plal'ecs mus hold thcir cards in a pilc face down so ttnt they can't sec fteo. 3 Playcr A pua 6eir top card ftcc up on thc table4 Playcr B pua *rcb top card hce uP on top of Plal'er A s card 5 If the two cards go rcgettrcr, ttre first playcr to sttout Snapl picls up all the cards For examplc, if one card hes dre words a bofle of andthe odrer card has a picnrc of a bonle of winc or a bottle of pcrirme, they go together. If drc two cards do not gotogether, the next plal'er pus a card facc up on top ofthe Pile Players continuc puning down cards and shouting Snapt whentwo carG go togetheruotil thsvhave used all their cards. The playcrwith dre most cards at the end of the game is the winner. :b i7 :8 j ! g Macmillan tublishers Umited 1997. ,* ! J
Lost andfound Reward Elementary Resource Pack g iua(millan Publishers Umited 1997 PHOTOCOPIABLE
ti Lost anclfottnd workshee" @^ o@ I'jOTE: Use Worksheets 27a and 27b lor this activity, ACTIVIW Groupnork spealiing t AIM To find losr obiecs bv derribing them. GRAMMAR AND FUNCTIONS Describing oblecr VOCABUL.A,RY Adieaives to dcscribe objecrs llatcrials PREPARATION Ilalic one cop-v of \\brlishess 27eand 27b for each group of three to fir'e studcnr. Cut *rem up into cards as indicated. tlalie one copy ofll'orkheet 27a for each group and do oot cut it up. TIME 20 minutes PROCEDI,.lRE 1 Tell the sodents that 1'ou lost an object yesterday, for oramplc a bag. Eicit the questionlVhat's it like? and describ€ it For oampte It's snall and rrude of leatha. 2 Now tell tlre students that ttrey arc going to play a game by describing obiects the-r have lost, using pictttrcs as Pfompts. Ask the srudens ro nodi in groups of rhree to fn'e. Gire one copy of ttrc intact rtrorlsheet l-a ro each group and allos- the srudcnts a fen'minues to look ar it. Point out that there are tuee different lcrsions ofeach obiect. for example a square. silk scarf. a shon $-ool scarf and a long u'ool scarf. l'ou might nent to elicit from the srudcns n'ords thq'cor:Id ur to dcscribe the orher o$eca. Foroomple: vztch; latge/n tn ll, tou nd/qtm rc iacka or coat sllort/lorrg, (twde oJ) leather/uool bag: mull/brye, (nude oJ) Ieatha/plast ic address book lctttg/squarc, thin/thick" (nnde ot) leathr/plastic putsle'. stnMatge, rcu nd/recta ngu Ia r/lottg. (n ade c[) leather/plastic Now givc ooe cop-v of Wor(sheca 2ia and 27b cut up into cards to each group. Explain that for o'cr-r' picnue card with tosTma*ed on it there is an identical card sith FOT ND maftcd on it. Malie sre thc snrdeots understand the meaning of LOST and FOUND. Now ask cach group ofstudenr to shuffe their LOST and FOUND carG toge&er. hrplain ho*'to play the game rsing the insrructions below. The snrdents are read'to play the game. Wtrile thq'are plafing, go round to each group and check thq'arc playing correcdp 3 4 i5 t. ) HOWTO PIJTYTHE GAME 1 Each ptayer takes six cards. They must not show their cards to ttr otlrerpl4'crs. Irave the rest of the cards in a pile, facc down. 2 If apleyerbas got two idcntical picture cards, onewith IOST and ooe with FOUND marl(ed on iq he/she puts . them back to tlre bottom of thc pile and takes two new cards. 3 Player A chooses one of his/her cards and tclls the rest of the group, withouf showing hisfher carrd" that he/she has ei&er lost orfound thc objcct on ttre card For ocample, if thc card has got a picturc of a scarf aad the word IOST marked on iq StudentAsalr Yslerdq Ilost a scarf.Ifthe card has got apiciure of a scarf and thc word FO{JND mad<cd on i! Ptaycr AvysYakrdq lfound a scatf 4 The studeoton Uqpr,ft tft (PlayerB) ttren asks PIaycrA o dcscribc drc object, bysaying Vhafs tt l&e? PlaycrA describes the object and thc other players in / the group decide whether thcybavc got a picrurc cqpd showing the same objccr If thc dcscriEioa does not matdr anotherplayer s pichre cad PliycrApidrs up a card ftom the top of thc pile and it is Player B's tum to pley. $- If anothcr playcr thinks fue/she lus got a card showing the sane obicc! he/shc gives the cardo PlaycrAand' ui}s Is thts tt?lfthe objccts frc thc samg PlalrerA puts ttre two ideotical picnrrc cards hack to the bonom of the pilc. Ifthe objccts arc oot ideotical, Players A and I both pick up a card ftrom thc- top of the pile aod it is Pleyer B's hrfn toPlay. The game continucs until *re frstplrycrhasgot rid of all hisftercards. Ttris playcr is the winncr. t O Macmillan tublishea Umited 1997.
I A@ lkosr andfound Reward Elementary Resource Pack $rye C Macmillan Publishers Limited l9!17.
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@louchl Reward Elementary Resource Pack o Macmillan fublbhers Umited 1997 PHOTOCOPIABLE
lOuchl worksheet @ ACTIVITY Pairwodq groupworlc nniting, speaking ' AIM To writc complains abour heafth and corresponding advicc. To playagamc by natdring advicc to complains. GRAMMA,R AND FUNCTIONS Asking and sagng howlou fed: rfd-. My* hur1s lwgot.- Synpathising and gSdngaMce; should,shouldn,t VOCABULARY Adiactivc to dcscribe howl'ou fecl Nouru forillnesscs PREPARATION Malic one copy of the worlahect for cadr pair of students in the clas but do not cut it up 1'a. you will necd to provide t ' rissors f0r eadr gmup of four snrdeos. TIME 30 minutes PROCEDURE 1 Tfrite &e following incomplete s€ntenccs on the board and ask the snrdents to zuggest different ways of complctiog tlrou Ifeel.- My.- luft fue got - Now ask the sndeos to wort in pairs. Girrc one copy of *re wortshcct o cach pair of snrdens and ask them to complete the healrh complaints on their worlslreets by writiag in thc spaccs gorided Thq- strould not complerc thc advice coluon yct Be on hand to:rnslcr questions and offcr help for tbis pan ofthe acthin. Vhen the snrdene have dmc ttrat, ask them to s'ort sith anothcrpah of snrdmn and ro exctrange ttrcir wortshect wittr thcm" Nowpairs of sudorts strould rcad ttre comphins on ttreir new wortshect and writc a relevant piecc of advicc, using slnuA or slpuldnt for each complaint in rhc spaccs provided on thc wo*shccr. Vhen the snrfuis have done thag askdrem to stal, in groups offour for the rcst ofthe acriviq'. Ask cacb pair ro on theirwortshect up as iodicarcd, kccping ttrc advice cards scpamrc from thc complaint cards. They should dren combine complaint carrds and advic cards in Oreir groups. (Iherewill be two complaiot cards forcver'' advicc card-) Ask them o stlrffe theconplaint cards and the advicc cards andput ttrem i[tsoseparatepib on the rable. brplain how toplay rsing 6c instruaions bclow. Now the students arc ready to play rhe game. Vhilc they are playing go round to each group and ctreck ttrey are playingcorectly. 2 3 8 9 HOWTO PIJ\YTIIE GAME Each playcrtakcs fourcomphintcards and two advice car6. PlayerAputs downacardshowing thefirst half of a complainr Phycr B must completc the complaint concctly nsing one of hislher cards Player C pus do*n a card showing a piece of advice for ttrc complaint If it is correct, he/she keqx tlrc threc cards and pus down the 6rrt half of a ncw complainl If a playcrcannotput down a corrcct Fald" he/shchcks onc up from thc appropriarc pilc on thc ablc and thc next playerpus down acardis 5 \Fhcn altthe cards arefnished, theplaycrwith thg most cardsis thc winner. a O Macmillan tublisher: Umited 1997.
I I I World Etiz TEAM A Reward Elementary Resource Pack Cb fn" Pacific Ocean is bigger than tbe continent of Asia Tbue orfatse? A: tue. The Pacific is three times bigger than Asia.' qw, .",,' Clt tt u larsest active volcano on earth is in Hawaii. Ql A Jumbo jet flies higher than Concorde. TFue or false? Af fate. A Jumbo jet nies op to 12 hr high and Concorde flies up to 18 kmhigh. QrWnicn mountain is higbec MountKilimanjaro in Africa or Mont Blanc in France? At Mount Kilimanjaro is 5895 m high, N{ont Blanc is 4810 m high. Thue or false? A3 ff:ue. Mauna Loa, in Hawaii, is 4168 m hiCh. .Q:fne oldest country in the world is Eg:pr Ttue or false? Al tr'atse. Iran has been an independent county since the 6th century BC. Ql me highest capital city in the world is i,apazin Bolivia. Tlue orfalse? Q3 Which At tue. It is 3625 m high in the Andes. is the largest desert in the world: is it ttre Sahara of North Africq the desert of Patagonia in South America or the Gobi desert of Central Asia? A tne Sahara covers 8400000 sq krr" the desert of Patagonia covers 670000 sq km and the Gobi desert, l040000sqkm. Q: fne largest wheadeld in the world is as big as 2000 football pitches. Tfue or false? A: fate. The largest wheatfield is in Canada and is as big as 20000 football pitches. Ar Q tn"." are more sheep in Australia than people. True or false? A* True. or false? Al ttue.It is nearly 10 times larger than Briain. !i. rqErst trCbwrrictr mouniain range is oldec the Urals in Russia or the Higblands of Scotland? A3 fne Ilighlands are 400 million years ol4 the Urals are 250 million years old. -,4 l[g gls]L uw uu q Liberty in New York.lhte or false? At ttue. The tallest tree, the giant redwood" is l12 m hish and the Stanre of Liberty is 93 m high. 'L Q:fne most expensive land in the world is in the centre of Hong Kong. Tlue or false? A* tue. It costs $180000 per sq m€tre to rcnt. -. t rvuErvJr 6'rvuuu. York, Tokyo or London? A3 London has zt00 km ofunderground. Q: Wtrerc is the largest hotel in the world: is it in New York, Moscow orSydney? A: It's in Moscow. The Hotel Rossiya has3200 rooms. Q: fne shortest scheduled flight in the world lasts nine and a half minutes. Tlue orfalse? A: farc. The shortest scheduled flight (in Scotland) lasts two mirutes. Q: foe nails'grow faster than finger nails. Ttue or false? A: faAe. Finger nails grow faster than toe nails. Cb Oeath Valley in North America is the driest place in the world. Tbue or false? A: fafe. Death Vallcy is the driest place in North America, but the Atacama in northem Chile is the driest place on Earth. Q: fn" wettest place in the world is Liverpool, England. Tnre or fatse? A: fafe. Mounl Wai-'ale-'ale in Hawaii is ttre wettest place - Cb fn" tallest it rains 335 days a year. iceberg above water was as tall as the Eiffel Tower, Paris. Tbue or false? A: fafe. It was half as tall as the Eiffel Tower. I Macmillan Publirhe6 timited t9!17. PHOTOCOPIABLE
iWoild, quiz worksheets @ " o @ Use Worksheer 29a ACTTVITY Groupnork spcaking AIM To play a e2me of noughr and crosses b,v choosing the conect anss'ers to quesrions about world facts. GRAMMAR AND FUNCTIONS C,omparativc and superlative forms of slnn adjectives VOCABUIARY . Worldfaca PREPARATION MaI<e one copy of Wortstrees 29a and 29b for eadt group of four to six s$dents in &c class. TlME 30minutes PROCEDURE 1 Dmw a noughs and crosxs grid on tlre board and ask a srudcnt to comc to the board to plal'a gamc sirh vou. $trcn one of1'ou has got a linc ofnoughs or crosscs, explain to the snrdents that thq'are going to plal'the same gamc, but that ttre.v can onlr put a nought or cross on the grid if thq anslvcr a question corrcctly. Ask the snrdcna to work in groups of four or six and to divide their groups into rwo teans, Tcam A and Tcara B. Givc one copy ofTean A questions to each Teagr A and a copy ofTeam B questions to each Team B. Fach group draws a noughts and crosscs gid on a piece of paperand thcn decidcswhir*t tcam is going to be noughts and whidr is going to bc crosscs. Amembcrof TeamA reads out a questioo from their question shcet to Team B. IfTeam B ghr the correct aoswer, theycboosc a sqrnrc on thcgfid and put a nought or a cross in it. It is now Tcam B's turo to rcad out a question from ttreirqucstion shect forT€am A to atlswer. Continue fike this, with teams uking it in hfits to ask and answcrquestions, until onc tcamgets a line of norghts or cmsses. Thcy scorc one point for gqting a lioe. Play the gane rgrin und all thc qucstions have been answered- Thetcamwith thc hig[c$ rore is the winner. t.. O Macmillan Pubtishers timited 19!t7.
@ World quiz TEAM B Reward Elementary Resource Pack Q3 There are moie cats in the USA than sheep in Australia. IFue or fabe2 A: False, but therc are more cats in the USA than people in Australia. Q: Penguins can swim faster than humans' Tbue or false? A: Tlue. ttrey can swim four times faster &an bumans. CF Sunflowers can grow as tall as giraffes- Ilue or fdse? A: ttue. Clfn" tallest statue in the world is the Statue of Liberty in Ncw York. Tlue or false? A3 tr'atse. The tallest statue is the Buddha in Tokyo, Japan, and it is 120 m high. The Statue of Liberty is 93 m high. Clttt" largest animal is the African elephant. Ttue or false? At tr'atse. The largest animal is the blue whale' Q: fne biggest bird is the ostrich. Ttue or false? .$ rrue. Qlfne hrgest lived-in palace in the world is Buckingham Palace in London. Tbue or false? A3 Fatse. The palace of the Sultan of Brunei has 1788 rooms and257 toilets. CF gomUay in trndia is wetter than Rome in ltaly. Thre or false? A: trre. [n an average year, more rain falls in Bombay than in Rome. Q:fne longest alphabet in &e world has 74lenen. Tlue or false? A3 ttue.It is used in Cambodia. Q! Concorde flies faster ttran the speed of light. Tlue or false? A: fafe. Concorde flies faster than the speed of sound., Q:Wticn is hardec quartz ordiamond? A3 Diamond is the hardest mineral on Earttr. Q: \l/hich is the longest mountain range: the Himalayas of Asia or the Andes of South America? A: tte Andes are7243 kn long, the lfimalayas are 3860 km long. Q: rdicfr waterfall is highen the Angel Falls in Venezuela or the Tugela Falls in South Africa? A: tte l,ngel Falls are979 m high.The Tugela Falls are 948 m high. C[ fft" worst place for earthquakes is Japan. Tlue or false? A* farc. China has the worst record forearttrquake deaths. In 1976, an eartlrquake killed 750000 people. Clfn" smallest country in the world is Monaco' Tme or false? A': fafe. The smallest country is the Vatican City' CF wtricfr city has the longest full name: Beijing' Cardiffor Bangkok? A': trangkok.Ia full name has 16T lettersQ:fne widest road in the world is in Brazil. True or false? !b true. It is the Monumental Axis in Brasilia and it is 250 m wide. Cb wtrerc is the largest art gallery in the world: is it in ltaly, Spain or Russia? / A: nnssia (the Winter Palace in St Petersburg)- Cl: Where is the smallest professional theatre in the world: is it in Lisbon, Hambury or Reykjavik? A: Hamburg. The Piccolo holds only 30 people' Q: There are morc canle in New Zealand than people. Tlue or false? A,: True. c Mrcmillrn Rrbli3hec Urnit€d 1997. PHOTOCOPIABLE
Find the puson with tlrc most... Reward Elementary Resource Pack PHOTOCOPIAELE I Whoplays the most dangerous sport? Who lives in the most beautiful place? Who has the most interesting ambition? Who has the smallest pet? Who had the healthiest breakfast this morning? Who has the best singing voice? Who has the most tiring lifestyle? Who has the - youngest brother or sister? Who has the oldest grandparent? @ Who has the longest journey to worUschool? C Macmillan Publisher: Umited 1997.
i Find the pet'sotx witlt the ntost,.. worksheet @ ACTIVITY Whole class: sPcatiog AIM To find out informerion about mcmbers of ttre dass $ asking and answcring qucstions. GRAMMAR AND FUNCTIONS @mparativc and zupcrlathc fonns of short and loagcr adiectives VOCABUIARY Adjectivcs to dcscribe pcople, cr-eryday acrivitics and lcisurc activities PREPARATION Makc ooe copy of fte wortsheet for cadr group of up to 1 2 mrdeos. Cut tlrc cards out as itrdicated TIME 15 ro 20 minutes PROCEDURE 1 If there are morc ttran 12 studcns in the drss. diride them into groups. Giveone card to eactr srudcnt in the class. " 2 Tcll ttre snrdens that trq arc responsblc for finding the answerto the quc*ion on theirosn card by spcaliing to ocqtodf in the dass or group. Ildie srm cach snrdent knont how to ask thcir qucstion conecrl.r and give them some timc to tlrink about the questions tlr.v need to ask. For example On ttre cart Who tiues in tte most beaultful place? Fhtd out Que*ions: Wlere do 1ou hn? Vhafs tt lihe? 3 Now ask thc snrdeos to go round the dass or group asking and urswcring qucstions' Tcll them that thq'can mdie notes on thc back ofdreir card ifoeccssuy. 4 Whco ttrey havefinishe4 they should sit dom r*'fth rwo or tbree students from the same group, diruss the information they have gathered and comc to a grouP decision about ttre answcrs to the quc*ions on their.cards. At this sage, cncounge them to use tbe bnguage of comparison. fql q{2mPlc: s$dcotil I thit* fuskethall is mote fungetotts than mtimntng. StudcotB: Well, I can\ sttim,so I thitth sutimming is morc danguous tlun bashetball! 5 When they hare finishe4 ttrey should rcll the rest of tttc ctass the answers to tbe qucstions on their cards. FOLLOW-UP Ask thc studens to stay in their groups and to write the information ttreyhave gatheredoo aposrerto bc displayed in the classroom. For examplc: In ourgoup... r+' HdIhrc livq in tlw most beaaffulplae- She liws in Pads SteJarwplays tlu most fungaous spolt He plays rugw' ' f Miht has tlre flasttntaesting embition Sle uanB to be theftst untun on the moat t. 1 t' € Maimillan tublishers timited 1997.
rrvglc)J !laGLA Think of a word Reward Elementary Resource Pack Something smaller A verb tlat goes with it A word. that comes earlier in the dictionary A longer wordbeginning with the same letter rd shorter word beginning with the same letter An adjective to describe it The opposite of that adjective Another word the adjectives go with wonD Somethingbiger Some&ing smaller A verb that goes with it A word that comes earlier in the dictionary A longer word beginning with the same letter A shorter rvord beginning with the same letter An adjective to describe it The opposite of that adjective Another rvord the adjectives go lvith C Ma€millan fublishers timit€d t997 PHOTOCOPIABLE
Tlzink of a tard worksheet prosress check @ ACTIVITY Groupwork rriting, spcaking r AIM To play a game by fnding n'ords in giver catcgorics. GRAMMAR AND FUNCTIONS Compantht forms VOCABULARY General PREPARATION Mdie one copy of the wortshect for each group of tluee to 6r'e snrdents in the class. TIME 30 minutcs t,. '4 PROCEDURE 1 Wiite anv noun on thc board For i.remFle: elephant Now ask thc studenr to suggesr thc follon-ing: somcthing biggec for examplc . a junfuo jet rcmetlfng srnallec for exaanple. a zrolrse a verb that goes n'ith ir for erzmple, nZe a q'ord that comcs earlicr in thc dicdonarJ': for uarnple,do*ey a longer word bcginning sith the same lenen for examplg acamhtation a shonerword bcainning nith the same lenec for cxample, egg an adjcctilr to dcscribe it for example, brg the opposite of that adjecth'c onall another word thc adjecdvcs go sittr: for oiample, house 2 Now ask the studenc to E'ork in groups of three to fn'c and tell them that thclare going to do the same ttring in thcir groups. 3 Give eadr group a copy of the q'o*sheet. Tcll them ttntyou arcgoitrg to write a word on the bsard and that theyhave towritcwords oo one of the charts on ttrcirworlahcct in the qpaces provided, according to ttrc instructions. Tell thern that they must do it as quickly as possiblc and that youwill stop the acthiq as soon as one of the groups has found a word for each category. Vrite aword on the board The following ar€ some e-amFles of words you can usc:. . apple lorrt' hottsc tcadter planc train horse banana footbdl sandwich neq/spaper cigarette desk bath irmbrella grape ice seam window door boot' guitar television biq'cle cbair sw6ater mountain piaoo s"alct fostcard hamburger samp suitcasc 6 As soon as onc group fnishes, stop thc activity. - , 7 Checkthe answers. Eadr group ges one point for a word which is correctand different fromthe othergroups' words for tbat catcgory. 8 The groupwithttrehighestscoreisthe winner. 9 Play as many rounds of dre game as you like, using a differeot word each"time and providing more cbpies of the chartifnecessary. '- ' OPTION To makc the activityeasier, dlowthe students to use a dictionary. i @ Macmillan Publishes Umited 1997.