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    reward pre intermediate

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    488 просмотров71 страница

    Pre Intermediate 1 of 2

    Загружено:

    Mike
    reward pre intermediate

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    © All Rights Reserved
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 71
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What the matter? Wholechass Wing MiB dll “Bo. Should, showldn'tfor advice ‘Weald compass i - a : i Semaine? wen ie wa ot aimee aap | 2 unten eeagrerne Proglesschiet 2540 ‘Groupwork Needing, Game WO Spoutd,sbowlan tor aiece “Gener hoor = fampeoun Sate Seeigiera de Cee toreemnee maonee Lome! ce ee = amin ag Sarees BB seine Tenaelelios ae a e a Soap 2 Soman ee _ ae ee cree ac as oe a i a : Sage ie é ere to Sacenaaprapn Sowa ea 2 ee Z nota mtaemyy maaren or ete oe rs Soames So ee 2 3 eee Fae FG Gace aca a mae ae ae z SR ieneenes cS Tan Caen Ap Roe Aion Sea an ag a Foe ek mops eae Fell tame Taio ee Taaccconpetin HEA Wo romay sos Town digas oman acne ane Fela wecconpean —W01-,| Fulaguommemoraiaymaew HAR FER Perper en, ease ison clio T Reoncicnas 3000 @ Who are you? Identity cards ‘2 Susana ad Te ke che of Ea 1954 Pied Harem Egah Canalo Teseng, Tha shaet maybe photocopies nad within ta cla, Jenny Freeman ‘Age: 17 Job: student engineer ‘You come from Manchester. ‘You live in London. ‘You have 2 sisters. ‘Teri Beaumont Age: 32 Job: secretary ‘You come from Montreal. ‘You live in Paris. ‘You have 8 sisters and I brother. Valentina Ortiz Age: 35 Job: cook ‘You come from Mexico. ‘Youlive in as Vegas. ‘You have 2 sisters and | brother. Sophie Legrand Age: 20 Job: disc jockey ‘You come from Geneva. You live in Bordeaux. Youhave 2 sisters. Angelo Bianchini Age: 18 Job: student of economics ‘You come from Rome. ‘You live in Milan. ‘You have 2 brothers. ‘Yumiko Ono Age: 28 Job: hairdresser ‘You come from Osaka. Youlive in Tokyo. ‘You have 1 sister and | brother. Ken Turnbull Age: 40 Job: film producer ‘You come from Cardiff. ‘You live in Cambridge. ‘You have 2 sisters. Reward Pre-intermediate Resource Pack ‘Albert Dermott Age: 28 Job: pilot ‘You come from Belfast. You live in Liverpool. ‘You have | sister and 2 brothers, Ottile Amaambo Age: 30 Job: football player ‘You come from Namibia. You live in Amsterdam. ‘You have 1 sister and 1 brother. Paloma Perez Age: 27 Job: maths teacher You come from Madrid. You live in Buenos Aires. ‘You have 2 brothers. Gerry Heringa Age: 21 Job: barman You come from Amsterdam. Youlive in Berlin. Youhave I sister and 2 brothers. Julie O'Connor Age: 32 Job: singer ‘You come from Glasgow. ‘You live in Edinburgh. ‘You have 1 brother. Jean-Lne Routin Age: 26 Job: photographer You come from Nice. You live in Paris ‘You have 2 brothers. Wolfgang Schickert Age: 38 Job: lawyer ‘You come from Diisseldorf. ‘You live in Bonn. You have 2brothers. poe Who are you? worsreets QB) ni QD NOTE: Use Worksheets 1a and 1b for this activity. ACTIVITY Whole class speaking AIM ‘To complete an information sheet with personal details by asking and answering questions. GRAMMAR AND FUNCTIONS Asking for and giving personal information, Prescat simple questions with question words: what, where, how old Present simple questions without question word VOCABULARY Personal information: jobs, countries and towns PREPARATION Make a copy of Worksheet ta Gdentty cards) and cut it up so that there is one identity card for each student in the cls. Make one copy of Worksheet Ib Ganformation sheet foreach student inthe cas. I there are more dian 14 students inthe cass, divide the students into groups, and make one copy of Worksheet 1 fr each group. Itere are fewer than 14 students inthe class or group, use the appropriate number of senty cards For example, if there are ten students inthe as, use only the ist ten identity cards and eave out the st four (Yumiko Ono, Jear-Luc Routin, Ken Turnbull and ‘Wolfgang Schickert). You wil aso need to leave out the corresponding lines on te information sheet on Worksheet 1b. For example, if there are ten students, make a copy of the ‘workshect aod cut off the last four lines ofthe information chan, before making a copy for exch student in the group. TIME 30:0 40 minutes PROCEDURE there are more than 14 students in the clas, divide the class into groups ‘Give one identity card and one information sheet to each studeat in the class Tell the students that they are now the person on their ‘identity ca. Ask them to fill in the details oftheir new identity on their ‘own information sheet. Explain that they are going to go round the class and fil in the missing details on the information sheet by asking one another questions in order to find out who the other students are on the information sheet and to fil in the missing deals. Before the students begin the activity, refer the whole class to the information sheet and elicit the questions they ‘will need to ask in order to: 4) find out which information on the information sheet relates to the student they are talking to ‘Are you Jonny Freeman? Are you 27? Are you a secretary? ‘Do you come from Belfast? Do you live in Bordeatex? ') fillin the rest ofthe informatc (aame) Whar's your name? Cage) How old are you? (ob) What do you do? (where/come from) Where do you come from? (wherefive) Where do you live? (Gisters and beothers) Do you have any sisters ‘and brothers? [Now ask the students to go round the class and complete their information sheets with information about the other students’ identities. They should take it in turns to ask and answer questions to find out the information they need ‘They must not show their identity card or information sheet to the other students in the class. Ifyou have divkled the class into groups, they should do the activity in their groups. ‘When the frst student has completed their information sheet, stop the activity and ask the students to compare: they should have identical details. (See completed information sheet on the back of Worksheet 1b.) fd rrr ruc Pt © Sn ante at Seno Ei 1984 uted yam Eh engage Teng @_ | Who are you? tevard rertemedate Resource Pack Information sheet nae | ace | jon ware | waeney | sisrens an cowerom | “uve Jenny Freeman Belfast secretary Ottile Amaambo Mexico | a7 Bordeaux barman Rome Edinburgh | Yumiko Ono photographer | Caraiet j Bonn (SS Gad The ike daca fag 1M Aad by Peary Ea aig Tdi, Best ry ko Bneioped od a wn oc eee Who are you? worksheet QOD ANSWERS NAME AGE JOB WHERE/ WHERE/ SISTERS AND (COME FROM VE BROTHERS Jenny Freeman 17 | student engineer | Manchester London 2elsters Albert Dermott: 23 plot Baltast Liverpool {sister 2 brothers Terri Beaumont 32 secretary Montreal Parle 3 sisters brother Otte Amaambo | 30 | football layer Namibia Amsterdam sister ‘brother Valentina Ortie 26 cook Mexico (as Vegas 2sioters brother Paloma Perez mathe teacher Madrid Buenos Aires 2 brochers Sophie Legrand 20 disc jockey Geneva Bordeaux 2eisters — | Gerry Hernga ai barman ‘Aristerdam Bein 1 sicter 2 brothers ‘Angelo Bianchi 1B student of Rome Mian 2 brothers economics Julie O'Coneor 22 sitger Gleegow Edinburgh {brother Yuriko Ono 2B hairdresser Osaka Tokyo {sister brother Jean-LucRoutin | 26 | photographer Nice Paris 2 brothers Keni Turnbull 40 | film producer Cardiff Camrcridge 2eieters Wolfgang Schickert | 35 lenyer Dileseldort Bonn 2 brothers i eres Talk about routines workshees Ep) ana @® NOTE: Use Worksheets 2a and 2b for this activity ACTIVITY Groupwork: speaking AIM ‘To play a board game by asking and answering questions about routines GRAMMAR AND FUNCTIONS Present simple for routines Present simple questions with question wort what, where, how Adverbs of frequency VOCABULARY Routine activities PREPARATION ‘Make one copy of Worksheet 2a (game board) for exch group of four to five students, Enlarge this to AS siz, if possible. ‘Make one copy of Worksheet 2b (question cards) foreach group of students and cut out all the cards. Provide dice and counters for each group, TIME 30 t0 40 minutes PROCEDURE 41 Askithe students to workin groups of four or five: 2. Give one game board and one sctof cards, counters and dice to each group. 3 Before the students start plying the game, explain how to play using the instracdons onthe back of Worksheet 2, you wish, you can photocopy these instructions and distcvate a copy to each group, oF display a copy on an overhead projector. 4 ict some examples of how to form correct questions using the prompts on the question cards and encourege the students to add appropriate adverbs offequency. For example: (on card: What/have for breakfast?) What do you usually have for breakfast? on card: Where/go for your holidays?) Where do you usually go for your holidays? 5 Nominate one student in each group to Keep score. The students are now ready to play the game, While they are playing, go round to each group and check they are playing correctly. Encourage the students to use their iffagination Be on hand to answer questions and offer help 6 When the fist student reaches the end ofthe game, ask all the groups to stop playing, even if they have not finished In each group, the student with the most points is the winner. Compare scores ava class. FOLLOW-UP 1. Ask the students to stay in their groups and to collectively ‘write two sentences about exch player's daily rout based on the true answers they gave during the game. For example: Carlos does his homework in the library. He meets hs friends ina cafe. 2 Asta representative from each group in tum to choose ‘one oftheir group's sentences and read it out aloud ‘without mentioning the name, For example: Somebody in our group does his homework in the brary. 3 Allow the other groups to conte briefly and then sey who they think the person is 4 Give one point for each correct answer, 5 _Altematively, ask groups to give thei sentences, wih the ‘names blanked out, to another group who guess the rising names, write them io and give them back for correction OPTION ‘You can use the game board on Worksheet 22 to play different ‘gums, using your own question/prompt cards, Here are some ‘examples of what you could put on the cards: ‘+ sentences with mistakes: students spot the mistakes, adjectives: students give the opposite adjective infnitives: students give the past simple/past participle pictures: students give the word for the picture ‘words: students give a definition forthe rest of the group to guess the word + ls of words with one odd word: students spor the dd word out + topics students tlk about the topic for one minute You could also ask the students to make up a set of questions for another group to use withthe game boar, end Pinna Rese Pick © Sub ay nat Sh Eg 1984, sadly Hlnerann ih anu ® Talk about routines fteward Pre intermediate Resource Pack What/wear for work How often/go to Question ards op Whathave for Where/go for your How many breakfast? y holidays? hours/work in a day? wnavwear tor Wnererde your How often/go to parties? AD shopping? a restaurant? O Whavitake to Where/go at the How oftenstisten parties? AM wrectena to the radio? What/arink on i How/get to schoo! Gee er oeaenienese agi Seenee ET or work? wiatreat tor uneht gy Wherefdo your Mow oftenvwrive whee ttmamave wnerermect your How tongryour dinner? A “* Where/go to relax? aor Pak pos ert your oon coe saat What time/finish school or work? Where/go for a walk? How long/take to get dressed? » > What/watch on television? Where/your best friend live? Ree RHE EH What/buy your best friend for his/her birthday? Where/meet new people? How often/wash your hair? >» > 3 TRUE FALSE ANSWER 4/ ANSWER GIVE A GIVE A CoP Sian pad ae Shh aT Aad yaar giggling hy be oc rd lw Pec eed Talk about routines worksheets @ and @® HOW TO PLAY THE GAME Put the game board in the mile of the table and place the ‘question cards face down in three separate piles inthe boxes provided. The cards should be placed on the boxes with the corresponding symbols, All the players put their counters on the square marked START and throw the dice. The frst player to throw a six stants the game, Player A throws the dice and moves their counter along the board according to the number on the dice. Player A 1ooks atthe symbol on the square the counter has landed on and picks up a question card from the pile with the same symbols the square, Player A then turns to the player on their left and holds out the two cards marked ‘Give a true answer’ and ‘Give a false answer’ face down, and asks this player to choose one of tdvem without showing the card to anyone else, Payer A them asks the question on the card and Player B mus give either a true or false answer, depending on whether they ‘chose the ‘Give a true answer’ or “Give a false answer" card. 6 All the other players, including Player A, guess whether Player B's answer is true or fils, Fach player gets one point for a correct guess. The cards are pt back at the bottom of the appropriate piles, and Player B now throws, the dice. Ia player lands on a square marked they can ask the player om their eft any question they ike, The player on thet left must sill choose a "Give a true answer’ or ‘Give a false answer’ card, and answer accordingly The game continues until the frst player reaches the ‘square marked FINISH, and then everyone must stop playing. The person nominated to keep score now adds up the points, The player with the most points isthe winner. ew Pincers sce ek Sut ay ade ak Shell Egy, 1994, aay Hen gh language ein Resource Pack oS Spot the similarities Reward Presitermedits x Seal pin 1584 Ned yee Cag Langage eahng Tessie eb pei aud ine Ler Spot the similarities worrsreet ACTIVITY Pairworke speaking, writing AIM To find similarities between owo different pictures by asking and answering questions. To write brief descriptions ofthe pictures, GRAMMAR AND FUNCTIONS Descafbing a room or house There is/are Isthere.,? Are there..? It's got Expressions of quantity VOCABULARY Houses, rooms and furniture PREPARATION Make one copy ofthe worksheet for each pair of students in the class and cut the pictures out a indicated, TIME 30 minutes: areca Ask the students to work in pairs, Student A and Student B. ‘They should sit facing one another 2 Give a copy of picture 1A to cach Student A anda copy of picture 1B to each Student B. Tell the students not to show ‘their own picture to their parner, 3 Tell the students tha their partner's picture is Similar but ‘not identical to their own picture. 4 Explain that they are going to try’ to find similarities in their pictures by describing them, not showing them to one another 5 Hlcit the language they will need to ask and answer {questions about the pictures by inviting the students to ask you about a room in your home. Por example Kitchen: Has it got a window? Is there a table? 6 Give the students. threemainute time limit to find as many similarities in their pictures as possible, They should keep a record of the number of similarities they find, but they ‘do not have to remember details at this poiat. 7 After three minutes, stop the activity and find out which pair of students found the most similarities, 8 The students can now look a ther partner's picture. Pees ‘UP. Ask the students to stay in thei pais and choose the picture they like best. 2 Tell the students to look at their picture for one minute ‘and then put it back. 3. They now have five minutes to write down as many details as they can remember about their picture. Encourage them to use the targct language. 4. Alter five minutes, ask the pairs of students to give their picture and their sentences to another pairto check, 5 Repeat the activity, ether now or later, using pairs of pictures 2 and 3. OPTION ‘You can use these pictures ater in the course for discussion about the type of person who might Hive in the different roomshouses (See Lesson 17 on deseribng people) Remar reseed Rsouce act © anf and te ake Seat Eng, 1994 ashes by Henanan Ege anne eat. @ Likes and dislikes \S FN Reward Pre-intermediate Resource Pack AW a . \ toe Likes and dislikes worksheet oe ACTIVITY Whole clase speaking ‘Mill dil (Por detailed instructions and advice on using mill drills, see the notes for teachers tthe Beginning ofthe Resource Pack) AIM ‘To speak to as many partners as possible, agreeing and sagreeing with likes and dislikes, GRAMMAR AND FUNCTIONS ‘Talking about likes and dislikes Agreeing and disagreeing, itke... So.do 1. Ion’. [don't ike... Neither/Nor do L 1 do. VOCABULARY Routine and leisure activities PREPARATION ‘Make a copy of the worksheet and cut the pictures out so that the students have one pieture card each. You will also need 10 keep one picture card for yourself to demonstrate the activity TIME 15 minutes PROCEDURE 1 Give one picture card to each student in the cass. Keep bone for yoursel. 2. Make sure each student knows how to say the activity on their card 3 Tel the stacents that they are going to ask and answer {questions about the activities on their cards, using the pictures as prompts. Write example dialogues on the board indicating the language the stucents should use For example (card shows going (othe cinema) Student A: Do you like going to the cinema? Student B: Yes, Ido, Student A: So do I/ don’t (card shows doing homework) Student A: Do you like doing homework? Student B: No, I don't Srudent A: Neither/Nor do L/T do. 4 Demonstrate the activity with individual students, Tell the students to hold their cards so that n0 one can see them. ‘Ask several pairs of students to demonstrate the activity to the whole clas, using their pictures as promis. 5 Now ask the stucents (0 go round the class and ask and answer questions with as many dlferent partners as ‘possible, using their picture cards as prompts. In this part ‘ofthe activity, the students repeat the same question several times. 6 When the students have finished, ask them to exchange cards and to go round the ciass agun, this time holding their cards the other way round so the piecure is facing their partner. The students take i in turns to ask questions using the pictures on their partners’ cards as prompts. In this part of he activity, the students ask a diferent ‘question each time they change partner. 7. The students continue asking and answering inthis way ‘ntl they have spoken to as many different partners as, possible OPTION ‘You can use these pictures for other activities such as ppelmanism and pairforming, ot for other mil dels, for ‘example, to practise invitations. For more information see the notes for teachers at the beginning ofthe Resource Pack. © But what are they doing now? tesrtelneetie Resource Pack wa % foe But what are they doing now? worsher ACTIVITY Whole class: speaking [Mill dill For detailed instructions and advice on using mill, dill, see the notes for teachers a the beginning of the Resource Pack.) AIM To speak to as many partners as possible, asking and answering questions about jobs and leisure activities, GRAMMAR AND FUNCTIONS reseat simple for permanent states Present continuous for temporary actions VOCABULARY Jobs and leisure activities PREPARATION Make one copy of the worksheet for each group of up to ten ‘students, Cut the worksheet up into cards, being careful 0 cut ‘and fold as indicated, Each card has two pictures, and shoukd be folded so that it has job’ on one side and ‘now’ on the cosher. You will ced to keep one cart for yourself 10 demonstrate the activity TIME 15 minutes itedeels If there are more than ten students inthe clas, divide them into groups. Give one folded picture car to cach student in the class. Keep one for yourself. 2. Make sure each student knows how to say the job and the activity shown in the pictures on their car. 3. Tell the students that hey are going to ask and answer questions about the people on their cards, using the pictures as prompts. Write an exampic dialogue on the ‘board, indicating the language the students should use, For example: Student A: What does Anna do? Student B: She's a pilot What's she doing now? Student A She's listening to music. 4 Demonstrate the activity with individual students using the card you kept for yourself Tell the students to hokd their cards so thatthe picture marked ob’ i facing them, and. the picture marked ‘now’ is facing their partner. Ask several pairs of students to demonstrate the activity to the ‘whiole class, using their pictures as prompts 5 Now ask the students to go round the class or group and askand answer questions with as many different partners as possible, using their picture cards as prompts. In this part ofthe activity, the students ask and answer the same "job’ question, but give a different ‘now’ answer each time they change partner. 6 When the students have finished, ask them to exchange ‘cards and 10 go round the class or group agai, this time holding their cards the other way round so that the picture marced! now” i facing them, and the picture marked ‘ob! {facing their partner. The students take it in tums to ask ‘questions using the pictures on their cards as, prompts inthis part of the activity, the students talk about 1 cifferent job each time they change partner 7 The students continue asking and answering in his way” ntl they have spoken to as many diferent partners as possible. OPTION If you have ovethead projector and photocopying facilities, ‘you can copy these pictures onto overhead projector transparencies and use themt to ilustrate the difference. ‘between the prescat simple and present continuous. ‘You can also use these pictures for other activites such as, pelmanism and paitforming For more information see the notes for teachers atthe beginning ofthe Resource Pack. end Penna Ret Pack, © Sn a te ae Shot Eh, 596 ses Heenan Ei ngs Tec. @ | Sentences in a hat Revd Prenteimedits pete Pes In the evening | usually... —_-_————— At weekends I often... > @& After dinner | usuall In the summer | often... “ < (p24 p< | always drink... Tanen olay in the morning. @ After work/schoo! I sometimes... 8 for lunch. > Before breakfast I always... ‘On Sunday afternoons | often.. usually wear... --_ a (usr Koya tab acl Bg 088 Policy son ma Langage Tesdng The hos yb pote andi wine eee Sentences in @ hat worksheet Progress check @ ACTIVITY Whole class: writing, speaking AIM ‘To write sentences describing routine activities. To pick sentences out of hat and find out who wrote them by asking. «questions. GRAMMAR AND FUNCTIONS Revision of Student's Book Lessons 1 105, Present simple to tak about habits and routines Present simple questions without a question word ‘Adverbs of frequency VOCABULARY Habits and routine activities ‘Time expressions PREPARATION Make one copy ofthe worksheet for each group of three or four students inthe class and cut it up into twelve pieces as indicated, You will need a hat ora box for this activity (or two containers if there are 20 or more students inthe css) TIME 20 minutes PROCEDURE 1 Choose one of the unfinished sentences from the worksheet and write icon the board. Hicit posible ways ‘of completing the sentence, Ask the students to work in groups of three of four for the firs part ofthis activity. Give one set of unfinished sentences to each group. [Ask the students to spread out the pieces of paper, face ‘down and to take three each, Ask them to complete their three sentences with, information about themselves. They should not write their ‘names of let the stulenis next to them see what they are ‘writing. 5 The students now all work together asa class. Put the hat (or box) in the middle ofthe room. IFthere ae 20 or more students in the class, divide them into two groups and put ‘one hat i the middle of each group. Ask the students to fokl up their completed sentences and put them in the hat 6 Mix up the folded sentences in the hat and then tell the students that, in 2 moment, they ae all going to stand up, take one sentence each and find out who wrote it Demonstrate this by taking a piece of paper from the hat and reading the sentence out For example: In the evening I usually go out with friends. [tii the question they will need to asi in onder to fin ou Who wrote the sentence: In the evening, do you usually go out with friends? Ask several students the question until you find the person who wrote the sentence, Make it clear that even thous: students may answer yes to the question, you are looking, for the person who wrote it 7. Now ask the students to stand up and take one piece of paper each from the hat, If hey choose their own sentence, they should put it back and take another one. 8 ‘They are now ccady to go round the class or group asking ‘questions, All the students in the class do this simultaneously. When they find the person who wrote the sentence, they should write the person's name on the piece of paper, keep it, and take another one from the hat 9 "The students sepeat the activity until there are no sentences let in the hat 10 Ask the students to return to their places and count the ‘number of completed sentences they have collected. The student with the most sentences is the winner. 11 Ask the students to take tin turns to report back to the ‘class or group on what they found out during the activity For example: Donatella usually goes for a walk in the evening ‘de always drinks a glass of milk for breakfast @ A romantic meeting = Reward Pre-intermediate Resource Pack Who was the woman? Where did she go on holiday and who did she go with? Where did the woman meet the man? What did the man say to the woman? Where did they go together and what did they do? ‘At the end of her holiday, what did the woman decide to do7 How did it end? (Sma acne S f gy RNDNTY a Fh ng Tocng Ts Bt Be BR a ER i eee A romantic meeting worksheet @ NOTE: This activity can be extended to Worksheet 6b or can be done on its own. ACTIVITY Groupwork: writing AIM To create a story by inventing answers to questions and. ‘writing them down. GRAMMAR AND FUNCTIONS ast simple regular and iregular verbs VOCABULARY ‘Travel and holiday PREPARATION Make one copy of the worksheet for every three or four students in the class, TIME 35 minutes PROCEDURE Ask the students to work in groups of three or four 2 Tell them that they are going to write a story called "A romantic meeting’, by imagining answers to some questions 3 Askcach group to appoint a secretary to do the waiting 4. Givea copy of the worksheet to each group and ask them to write their answers inthe spaces, inventing detals. Encourage the students to be 2s imaginative or as amusing, as they like 5 Whea they have finished writing their story, ask the students to give it to another group wito read it and correct any mistakes they find, then give it back to the ‘group who wrote it 6 Askone student from each group to read their owa story aloud to the class or pin the tories up around the ‘classroom for the other students co read, The class could thea vote for the best story 7 You can now continue the activity using Worksheet 6b, which tell the story corresponding to the questions in Worksheet 6a. @ Shirley Valentine Shirley Valentine was a woman of 42 from Liverpool, in England. ‘They stayed in a hotel near the beach and the manager of this hotel was a man called Costas. A & After a while he said, ‘Would you like to go for a ride in my brother's boat tomorrow?” Alter that, she went out with him every day; they swam, sunbathed and visited the sights of Greece. She ran out of the airport and went back to the hotel where she saw Costas in the bar with a woman, When Costas saw Shirloy, he was shocked, but Shirley smiled and asked him for a job in his hotel ‘SS Vayanie ik She ei a Alida ih arse Tschig ha Set yb aed ade wim he ca Reward Pre-intermediate Resource Pack One summer, she went on holiday to Greece witha friend, Jane. Shirley went to the hotel bar cone evening and started tallding to Costas. She thought he was nice so she went with him the next day and enjoyed the boat trip ‘very much. Atthe end of her holiday, Shirley went to the airport but when she thought of Liverpool, she decided not to go home. She heard him say, “Would you like to go for a ride in my brother’s boat?" She wasn't in love with Costas ~ she was in love with Greece. Shirley Valentine worksheet @ NOTE: This activity can follow on from Worksheet 62 or can be done on its own. ACTIVITY Groupwork speaking, reading, writing AIM ‘To puta story in the correct onder by saying and listening to sentences, To write the story down ina group dictation, GRAMMAR AND FUNCTIONS ast simple regular and irregular verbs VOCABULARY Travel and holidays PREPARATION ‘Make one copy of the worksheet for each group of 12 students, Cut out the sentences as indicated, Make one copy of the complete story on overhead projector transparency (or one copy between three students if overhead projector fuclitis are not available) TIME 45 minuces PROCEDURE 11 Tell the students that they ae going to read a story about an English woman called Shirley Valentine, but chat the sory is in 12 parts which aren't in order. They will have 10 ppt the sentences ofthe story in the comrect onder. 2 Divide the students into groups of 12 and give each group 2set of cut up sentences, shuffled into random onder, the number of students in the class is not an exact multiple of 12, ive one part ofthe story to a pair of scudents 3 Intheir groups, each stent takes one par of the story. I you have fewer than 12 students in the clas or group 5. Who walked across the Alps from France to Italy with 37 elephants? | | 6 Who was a nurse during the Crimean War? ‘They called her ‘the lady with the lamp’. 7 Who played his pipe and the rats followed him out of Hamelin? 8 Who was the woman with a mysterious smile? ‘A famous Italian artist painted her portrait. 9 Who was the beautiful Queen of Eaypt who died when a snake bit her? 10. wno fein ove with a young man cated @ Romeo and married him in secret in Verona? 11, Who took money from the rich and gave it to the poor? He lived in Sherwood forest in England 12 Who crossed the Great Wall of China and conquered most of Asia? 13 Who was the famous detective with a friend called Dr Watson? 14 Who invented Mickey Mouse? 45 whowas the vient gangleaderin Chicago in the 1920s? 16 Who discovered radium and later died from the effects of experiments with X-rays? 177 Who tried to blow up the Houses of Parliament in London? 18 Who brought dead bodies back to life and created a monster? (© Ss Ryo Tr Le Sal pH SF NOT PT GO TO TEBE Ra OSSD es a Who were they? worsneer > ACTIVITY Groupwork: reading, speaking AIM "To answer questions in a quiz about famous people from history and fiction. GRAMMAR AND FUNCTIONS Past simple questions and short answers VOCABULARY General PREPARATION “Make one copy of the worksheet for each group of threc to five students. TIME 40 minutes PROCEDURE 11 Divide the lass into teams of three to five stxlens. Ask cach ‘eam to think ofa famous person from the past, without telling the rest of the class who its. ‘They write a clue to this person's identity and 2 representative ofeach team reads it out. The other teams uss who the person was. 2. Exphin tothe class that they are going to answer questions ‘na quiz about famous people from history and fiction 3. Give one copy of the workshicet to each team and point ‘out the example at the top. 4 Bach tcam appoints one person to read out the questions to the rest ofthe team and to write in the answers, 5 Tellthe students that they have got 20 minutes to ead the ‘questions and write in the answers they 6 After 20 minutes, or witen the fist team has finished the Guia, check the answers with the whole class. Teams get ‘vo points for each correct name and one point for knowing whether the person really existed or not, The ‘team with the most points s the winner, FOLLOW-UP Aske the students to stay in their groups and write similar ‘questions about famous people from their own countries. Ask them to give the questions to another group, who answer and score points as before ANSWERS 1 Count Dracula No, he cit exist. He was the vampire in a nove written in 1897 by Bram Stoker 2 Madame Tussaud _ Yes, she did exist. She was bom in France and led during the time of the revolution. She ‘made wax snadels of heads wiich fll from the gullotine as people were executed, 3 Tarzan or Lord Greystoke) No, he didn’t exist. He was.a character from the novels by the Amencan writer Edgar Rice Burroughs. 4 Joan of Arc Yes, she did exist. She was born in 1412 and helped the French soldiers to beat the English Later, the Engish captured her and burnt her as a witch. 5 Hannibal Yes, he did exist Hannibal was great African ‘general who fought the Romans in 218 BC. 6 Florence Nightingale Yes, she did exist. She looked after ‘wounded soldiers in Russian 1854 and started 2 nursing school when she returned to England 7 The ied Piper _No, he cid’ exist He i just a legend, but the story ofthe Pied iper may be based on a children's crusade which took place in 1212. 8 Mona lisa (La Gioconda) Yes, she dd exist. She was. ‘marred to Francesco di Bartolomeo del Gioconda, arch businessman from Florence. 9 Cleopatra Yes, she did exist. She ved from 50 to 30 BC and had love affairs with Julius Caesar and another Roman general, Mark Antory. 410 Julet No, she didn’t exist. Romeo and Juliet were characters in one of Shakespeare's most famous plays. 111 Robin Hood _ No, he dda’t exit. The legend of Robin Hood started 800 years ago. 12 Genghis Khan Yes, he did exis. At the age of thirteen he became king of the Mongols 13 Sherlock Holmes No, he dict exist. Scottish write, Sir Arthur Conan Doyle, invented him. ‘14 Walt Disney Yes, he did exist. In 1937 he showed his fist lng cartoon fil, Snow White and the Seven Dwarfs he needed over 100,000 separate drawings to make it 15 AlCapone Yes, he dd exist. He was born in New York: in 1899 and arrested in 1931 16 Marie Curie Yes, she cid exist. She married a French profesor of physics and they won the 1903 Nobel prize for physic. 417 GuyFawkes Yes, he di exist. On Sth November 1605, ‘a group af men filed the cellars of the Houses of Perament with explosive — but Guy Fawkes was arested before he could set ight toi 48 Frankenstein No, he didn't exst. I's only a story! Mary Shelley wrote it in 1818 5 The students now work in pairs of Stent A and Student “Who's who?’ section for every pair of students in the clas BB. Ask the students to take it in tums to describe the and cuttin half as indicated relationships berween the people on their completed family tee (without showing their completed version to TIME ‘their partner) so that ther partner can fil inthe blank one 40 minutes on their worksheet ANSWERS @ Over the bridge... teverd Preece Resource Pack Ho 1 2) | Over the bridge, there's (© uso Kay and Te aS tn, 198. Pane Heme Eg Langage Teaching Tish ny be ptxoped ane win s. fered Over the bridge... worksheet @ ACTIVITY Paiswork: writing, reading, speaking AIM To write a description of an imaginary place to five. To complete a partner's description of an imaginary place to live GRAMMAR AND FUNCTIONS Describing facilities: Ins got There isfare VOCABULARY Features ofa place to live PREPARATION Make one copy of the worksheet for cach student in the class. TIME 3010 40 minutes PROCEDURE 1. Give one copy of the worksheet to each student in the hss 2 Aske them to imagine that their ideal place to live ison the other side of one ofthe bridges in the pictures 3 Fach student should write a description ofthis ideal place without indicating which bridge they have chosen. “They should describe: 4 the fearures and failiies oftheir ideal place their own house + hy they lke living there and what they do in atypical ay in their dea place 4 When they have done this, ask the students 10 copy their description onto another piece of paper. This time they leave out every sixth word in their description 5 Now ask the students to work in pars and exchange their incomplete descriptions with their partner. They each \write a suitable word in each blank in their partner's description then guess which bridge their partner chose. 6 Finally, the students show their original description 10 their partner and compare their own words with the ‘words their pariner chose to fill n the blanks, Progress check Reward Pre-intermediate Resource Pack = & og/ofloslo iad ie on VN Noa WE na aoe UE ee Bingo worksheets Progress check @ and @ NOTE: Use Worksheets 610a and 6-10b for this activity ACTIVITY ‘Whole class: listening AIM ‘Fo play a game of bingo and to recognise the past simple form of imegular verbs as the infinitive is called our GRAMMAR AND FUNCTIONS ast simple forms of irregular verbs VOCABULARY Irregular verbs PREPARATION ‘Make copies ofthe bingo cards so thatthe students have one ‘each, Make one copy ofthe verb grid om the back of ‘Worksheet 6=10b and cut i up, so each verb is ona separate card, Make one copy ofthe verb grid and do not cut it up, TIME 3010 40 minutes PROCEDURE 1. Give one bingo car to each student in the class. 2. Tell the stdents that you are going to call out the infinitive of verbs and that they should put across inthe box next to the past simple form ofthese verbs as they hear them 3 Explain that the object ofthe game is forthe students to seta horizontal, vertical or diagonal line of crosses on their bingo card. When they have done this, they should shout "bingo, Ifyou want to use the bingo cards again, ak the tudents to use pencil, 4 Shuile the verbs from the cutup verb grid and put the ‘complete verb grid in front of you. Each time you call out ‘verb, place it on top of the same verb on the ver gd 5. when someone shou bingo! ask them 10 call out the {nfinitives ofthe past simple verbs they have got in their line and check on the verb grid in front of you that these verbs have been called out. I they have, this student isthe winner. 6 Ask the students to rub out the crosses on their bingo cards and exchange them. Repeat the activity. The winner of the last game takes over from the teacher and calls out the infinitives. OPTION ‘You can make the game more challenging by asking the students to getafullhouse’. Tht is, the winner should have crosses next to all he verbs on their bingo card. In this case, you may lke to limit the number of verbs the students need to listen out for inthe following way: Before you start the game ‘of bingo, lay out verbs from the cut-up verb grid face down and ask the students to choose three verbs each. You will ‘need one cutup verb grid for every ten students in the class Poin out cat the verbs they have chosen are in the infinitive form and that they should look for the past simple form of these verbs on their bingo card. Ifthey are on their bingo card, the stents should put a cross next to them in the box: ‘provided. These verbs now count as ‘credits’ in the game and. the students do not have (0 listen out for them. Collet all the verbs in again and you are ready to start the game. Reward Pre-intermediate Resource Pack brought O | brought Oo bought ‘©Since ike Sf Ego baie Eh ngs Facing Ths he We eaied so a in ee I! t Bingo worksheets Progress check @® and @ Verb grid write understand think Trarmntnstonee Pact © sar tayane wie edo Ei, 1994 Pad Heenan gh Langue Test @ Job p ritles Reward Pre-intermediate Resource Pack We interviewed some students who are going to look for their first job soon. We asked them to say what is important for them in a job. These are some of their answers: ‘Alison: ‘Vd like to have a job where | meet a lot of interesting people from all over the world.” Sally: ‘I want to be my own boss.” | Va like to travel SUR to foreign countries.” Z il) x se ‘James: 1 want to eara lots of money so that | can buy a house and a good ar Susan: I want to change the world? ~ — Groe: 4 want to help other people.” Rani: 4 don’t want to sit in an office alt day. I want to be outside in the fresh ain’ ‘Mary: ‘VA like to have a job with tong holidays.” Jennifer: Ta like to work with computers and new technology.’ Peter: ‘I don't want to spend hours in a car or on @ train travelling to work.’ Suzette: Most of alt, I wane to feet ‘happy in the job I do.’ Three things which are important for me: 1 2 3 One thing which is not important for me: (© un Kay The abe hc ol gli, 10, At by Harn nga ngage Tang Ws set may bps and ona wn Pe Sa [Job priorities worksheet @ ACTIVITY Pairwork: acing speaking, AIM To read about and discuss things that are important for people ‘when looking for ab. GRAMMAR AND FUNCTIONS ‘Talking about hopes, ambitions and preferences Would lie to, want t, don't want to VOCABULARY Jobs PREPARATION “Make one copy of the workshect for each student in the class TIME 20 10 30 minutes PROCEDURE 1. Ask the students to imagine that they are looking fora job And to think about the sot of jab they would like. Brainstorm some of the things which they think are important in 3 job. 2. Give one copy of the worksheet to each student in the class and explain that they are going to read the answers given by some students when asked What is important for you in a job? 3. When they have read the comments on the worksheet, ‘each student should choose three points they agree with and one that they do not agree with and write them in the box provided at the bottom of the worksheet. 4) Now ask the students to workin pairs and explain their choices to their partner. 5 When they have done this, ask the students to think of a job which would suit each ofthe people interviewed. enad emesis ck, © Sz fay and that og, 986, asec by Heramarn Engh ang ean fold @® Horoscope consequences > Reward Pe-intermediate Resource Pack Predictions for the week beginning nYW BS aS ‘The events of this week will change your: In the next few days you'll go. fold }-------222-------~ fold fold F------~ fold fold f----~ fold At the weekend, you'l. Your life will never be the same because (© saya The be Tv Eg 154 oy Raenars OS rage Tn MS epi on el w Be Horoscope COnSequeNCeS Worksheet @ ACTIVITY Groupwork: writing AIM ‘To create an imaginary horoscope by writing predictions. GRAMMAR AND FUNCTIONS Will for predictions VOCABULARY General PREPARATION ‘Make one copy ofthe worksheet for each student in the class. TIME 30 minutes PROCEDURE 1 Discuss different ways in which people try to predict their ‘own future, for example, palm-eading, teafeaf reading, ‘tarot cards, horoscopes, etc 2 Explain thatthe stucents are going to write horoscopes for ‘one another, 3 Divide the class into groups of eight and give one copy of the worksheet o exch student in the group. Ask each student to write the date of the following Monday in the space, For example, iftoday is Wednesday Ist December, they should write Predictions for the week beginning 6th December. 4. Now ask the students to complete the sentence beginning In the next fow days you'l go. in any way they Uke. 5 When they have done that, ask them to fold their piece of| paper so that the sentence they have writen is hidden, and the next sentence beginning You'll meet. is visible. ‘They should then give itto the student on their lef 6 Ask the students to complete the sentence which is now au the top ofthe page on the piece of paper they have received. 7. When they have done that, ask them to fold it as before and give it to the student on thei left 8 Repeat the activity until all the sentences have been completed, 9 Tell the students to open out the completed horoscope they have received - this i their horoscope for the week. 10 If there are any words or phrases that the students do not understand of think are incorrect, tell them to find the student who wrote them and ask them to explain or correct the word or phrase. enn eterna Resource tk © Sie ay nd ake cl of nh, 1998, bib Hehamam ng rouge Teahng @ Getting ready to go stay in a hotel? fold take foreign currency? i 3 1 x A | Fw? travel with fri E- aera gua ia jends? . wan @ Where's the Park School of Reward Prentermediate English? — piace cards Resource Pack ‘The comprehensive school Is opposite the hespital, near the River Thames, Welsh Bank is next to the Shakespeare Theatre, opposite the Black Prince pub, ‘The county library is next to the Black Prince pub, near the park. i ‘The tennis courts are at the end of Mill Lane, behind the cinema, ‘The Chinese supermarket is between the cinema and the ice rink. ‘The Tourist Information Centre is opposite the railway station, ‘Tho police station is between Museum Road and Fig Street. are we ‘Tho antiques market is on the comer of Museum Road and New Road, near the farm. PriRg| ‘Joe's bakery is near the farm, next to the bridge over the River Thames, “SRNR FTC eho aa i Wad iden ian Teg Wis pica dd Where’s the Park School of English? worsneer QED Place cards NOTE: The students cannot do this activity until they have completed Worksheet 14a, Map dictation ACTIVITY Whole class: speaking AIM ‘Toaskand say where places are and to fillin places on a map. GRAMMAR AND FUNCTIONS Prepositions of plac: ‘opposite, next to, in between, behind, on the comer of VOCABULARY Features of a town, TIME 20 t0 30 minutes PREPARATION Make one or more copies of the worksheet and cut out the place cards indicate so thatthe students have one each Ifthere are fewer than 15 sudentsin the class, prepare the appropriate numberof place cards. The students will need their maps from Worksheet 14a 4 Collec PROCEDURE 1. Make sure hat all he students have theie completed copy ‘of the map in Worksheet 14a, 2. Give one place card to each student in the class and ask ‘them to find the place on their own map according to the cirections given. They should write the name of their place on their map. 3. When they have done that, ask them to write the name of their place on the back of their map in big letters the place cas and explain that che students ace going to go round the cls, holding their maps up so that ‘the map is facing them, and the name ofthe place is facing their partner. They shoul ask questions to find out where the place is situated on the map. For example: Student A: Excuse me, where's the Park School of English please? Student Bs fs next fo the Halian restaurant, opposite the cinema. Tell he students that there are 15 places (or fewer if there are fewer than 15 students inthe lass to add to their ‘maps, including their own place 5 Once they have found and marked the other students places on their map, ask them to compare in pairs or small groups ~ their maps should be identical, Reward Pre-intermediate Resource Pack x] | aS 2 | AS 7 i Mati sruresoge tes ean agei09 Then amodchage'®Serqvathomonage 6) Mornin Me ‘Morting S glass of mineral water Ta cup of ite cffe witha | Teups of tea with sugar 1 glass of carrot juice bitte ag i 4 slices of toast U gles of apple juice 2smmall slices of toast with i Afteroon, 1 banana margarine and foney } pup of tea with sigar 1 peach ang ap oft wh no sgar 2am fal ocup of white cafe Be of Afternoon ‘Boening thin lice of row re arr pes | | Thayer with chips Leapof ta a. deed ale 2 chocolate bars some grapes 2 large caps of ea Beans ofeola Poening Evening caps of coffe (ith T ples of white fi Tsai of peas elery carrot and war? some Soa rice and cabbage cabiage packet of crisps tomato 4 slices of Grow Bread with reap of tea with ugar smal paket of nuts rnacgrine ————— 22 oles some ail pudding : = 2 smal apple pies Liorge cup of coffee ; 1 cup of coffee Teapof coffe with wit, ‘Lae = {gas of grape juice Tee pal ci naga eared : 2 leas fan with Senso toy tenn : H afterioon ja ptto wit margerne t core geo rac se ig oie ; 1 gla sack pl pon sn : 1 pear “glass of war } hf omg a ‘pe cla : ot tea 2 biscuits i nities ome ! fen gl of rege ice ‘ Fes of meat ef fl | some potatos “imal tomato malette j ‘aulflowcer cheese 2 aes of white bead with nagaine ! aren bane te ! some tcl ct 2p baer aoefuue i A doctor made the following comments. Match each comment to one of the people above. There is a lot of fat in meat. You should replace it with fish sometimes. ( ser patel oes ce alanine E ( You nced some dairy produce in your diet. | © [You eat a lot of sweets but not much i (rut. Try some fruit fr dessert. (9 S502 Tea Schueof ogl, 1984 Red ty Hermann ng arqige Teasing Ths shee! mayb potcd nd din te ds D[ Change your diet now! Eat some fruit and vegetables and eat less sugar! A day in the diet 0 woisroe BD ACTIVITY Pairworks reading, speaking AIM ‘To read about and discuss what people eat ina typical day. GRAMMAR AND FUNCTIONS Expressions of quantity ‘Countable and uncountable nouns Some, any, a lot, (not) muuch/many, hardly any VOCABULARY Food and drink PREPARATION Make one copy of the worksheet for each student in the cass. TIME 2010 30 minutes PROCEDURE 1. Give acopy of the worksheet to each student in the class 2 Ask them co look at the five people in the pictures atthe top of the worksheet and to imagine what sort of meals they eat, taking into account their different ages and ‘occupations. 3. Ask the stucents 10 work in pairs and to match atypical cay's menu to each person. 4 When they have done this, ask the students to compare their answers with another pair of students and explain their choices 5) Check the answers: ‘Menu 1 = Lee Menu 2 = Helen Menu 3 = Ron Menu 4 = Terty ‘Menu 5 = Melanie 6 Now ask the students to read the comments made by @ doctor and match a comment to each menu. 7 Check the answers: Menu 1 = comment Menu 2 = comment E Menu 3 = comment 8 Menu 4 = comment A ‘Menu 5 = comment C FOLLOW-UP You could ask the students to write their own Day in the diet of. but be aware that some students nay be sensitive to diet and weight. Progress check @ Find the mistake Reward Pre-ntermediate Resource Pack An one weefis time Tin Tm gang to Madeica.. 2. Haw muck traffic there in the city centre? 3. Theres a. packet. of bincuita in the cupboard, ete ee ae einen 4 Wheres the nearest Sauth American disco? (3d Mee Tenens te dance the Samba 8 Teed improve my Engh, 1 ibink 1 tborran some. Evatt navabe fam the lbrary, bo ‘Toe get a headache. He ee a ahead Hove we ee 1 Maybe Tin qoing to cook cRicken pb dee TRA oe 3 He decided being an actor becaue he wanted to be famous. Tim geing to mpend a. week in aria. Oo you Like to come with. me? 10. Great, cpa pewed yocen came, Tt mest. you in the ventaurant opposite the bus Atation ak Bolctock. Student B. TL Lane weeks lire Ll ge Cr Madeira. daw many baffle it there tr the city corte? 3 Thanet a packet of tercuites 1 the 4 Whyre's the nearest deuth American, dises Moke be Ceann Lo dance the damby, 5 Lneed Lo imprape. lish, I think LL tena same (tia, 1 Mayle ll cook chichan pie far. dinner te, l dhiah IU make, an qmelatte,— OO We decked Le de an acter becauss te uanted tr be famous. eer Find the mistake worksheet Progress check @® NOTE: This activity is not linked to the activity on Worksheet Progress check 11-15b. ACTIVITY Palrwork: speaking AIM ‘To identify and correct grammatical mistakes in sentences. GRAMMAR AND FUNCTIONS. Revision of Student’s Book Lessons 11 t0 15 Verbs followed by fo + infinitive Will for prediction, going to for plans Prepositions of place ‘Countable and uncountable nouns VOCABULARY Revision of vocabulary in Student's Book Lessons 11 t0 15 General PREPARATION [Make one copy of the worksheet for exch pair of students TIME 30 minutes PROCEDURE 1 Divide the class into equal numbers of Saudent Asan Student Bs Give one copy of Student A sentences to each Student A and one copy of Student B sentences to each Student B. ‘Ask the students to work in pais of Asand pais of Bs. Tell them that some of ther sentences are correct, while some of them have a grammatical mistake in them. They should decide whether the sentences are grammatically correct and make corrections where necessary. The students should discus the sentences in thir pairs butal the students should write corrections on their own worksheets. Ask the students to form pairs of Stadent A and Student B snd compare their sentences, Student 4 has the correct form of sentences witch are grammatically incorrect on ‘Student B's worksheet and vice versa. This means thatthe students should be able to correct one another at this sage. ‘Check that the students have identified the correct ‘versions ofthe sentences. ANSWERS Wa) Correct. You use going toto tak about things which are arranged 4b) _ Incorrect. The trip to Madeira is something which is arranged, not a decision made at the moment of speaking. 2a) Correct. Traffic an uncountable noun, 2X0) Incorrect. You use how many with countable nouns ‘3{a) Incorrect. The correct preposition of place is behind (without of. Xb) Correct. Ala) Correct, Ab) Incorrect. 5(a) Incorrect. You put to + infinitive after need. 5b) Correct. 1b) 8G) 8b) 94a) 9b) 10la) ‘o(0) 6(a) Correct. You use wll for a decision made at the ‘moment of speaking Gb) Incorrect. la) Incorrect. Maybe suggests that the speaker is stil thinking about what to cook, so going tos not appropiate Correct. i used correctly here Incorrect. You use decide with to + the infinitive Conect. Incorrect. The correct form is Would you like t..? Correct Contect. See 6 and 7 above, Incorrect. evaded Rese ask © San aya te ik Schoo lh 1994 ly Honea og angio Teg. —~e— Progress check @® Food, glorious food! Reward reintemedate wares Pe ba Student A CLUES ACROSS Example y 1 Italian food. 4[p You eat it with tomato sauce. 3[B[A[N] AlN| Al Eee eee eer z 2s % Student B CLUES DOWN Example yay 1 You buy tea or biscuits in it 4/P T 2 git 3 A E “ay s : = Cc Alyy [R P Ee 5 K ZIe. fi E § —_____ ay JE] sy H| Ic A 1 3{ul [rir E] WE s A ° E| 8 -—__—W______. o [MEM 4s ic ° EETREereenEEeree Cc] 4/B A E oO by rt eeee eee re Hea Ulwy T RIF foe eeeoa xl[Plo OL sy = [FP a gee eee ee I E H E yy 29/ L Jats. Al E pe ceareerr Ear eea M| ie CPt Ree Scere ere skeet RBA nr nang xg ena ed nd sa ees Food, glorious food! Worksheet Progress creck QD) NOTE: This activity is not linked to the activity on Worksheet Progress check 11~15a ACTIVITY Paiework: speaking, writing AIM ‘To write clues fora crossword and to complete it. GRAMMAR AND FUNCTIONS Deseribing words VOCABULARY Revision of vocabulary in Student's Book Lessons 11.1015, PREPARATION “Make one copy of the worksheet for exch pair of students in the class and cut it out as indicated. TIME 30 minutes PROCEDURE 11 Tellthe students that you are going to give them a definition of a word, and that they have to guess what the word is, Wate Malian food. You eat it with tomato sauce. on the board, Hlcit the answer pasta Tell the students that they are going to write similar definitions of wor as ‘clues fora crossword, 2 Divide the class into Group A and Group B. 3. Explain thar you are going to give both groups the same crossword but that Group A will have the across words already written in and Group B will have the down words already written in, Their task is to write clues forthe ‘words written on their crosswords. 4. Give a copy of crossword A to each student in Group A. and a copy of crossword B to exch student in Group B. 5 Askthe students to work with «wo or three other students from the same group. They should invent and write down ‘clues forthe words on their crossword inthe spaces provided. All the students should write the clues down on, their own worksheet 6 When they have finished writing their clues, the students should work with a parines from the other group (ie a ‘student from Group A shoul! work with a student from Group B). They ust not show their crossword to their partner. 7. Ask them to st facing one another and take itn tums to ask their partner for clues to the missing words on theit ‘own crossword, They should read out the clues they have ‘written for their partner to guess the words, and write in the missing word on their crosswords from the clues their partner gives them, ANSWER yay S/PlAIS|T|A 3{(BJAIN[A]N|A E ay 5} cc Aly [R P S (Mi 1] b/ x 4{c[H] 1 C/K] E|N) ay Eloy H ee s{u[e)T|T/U]Cle| vlE/c|c|s Aaa O| E| vo) [MMM! {s/t ]i|c ic) ¥[B/RIE[A|D) [E ° Ulisy T SIF 3{plo[t]alrolels|s F 1 E H E 2fsJalh[alD]4/s|T/ RIA, E | eset Pema Resource ak, So a and ake Sclal sh, 164 by He ogi nase Teg @® Invitation dominoes Reward Presintermediate Resource Pack Et ci En te | Ptr Fy iI eeu a Pd ; Er errs bi bec] Tere MAKE AN paITATION INVITATION INVITATION MAKE AN MAKE AN MAKE AN INVITATION INVITATION INVITATION MAKE AN MAKE AN MAKE AN INVITATION INVITATION INVITATION ‘Sih yan ike eel rg BE Paid yarn ge nie akc ety pcan wine a ieee Invitation dominoes worksheet @ ACTIVITY Groupwork speaking AIM To play 4 game of dominoes matching places and time expressions with the correct preposition. To make invitations GRAMMAR AND FUNCTIONS Making invitations Prepositions of time: atthe wcokend/Spm, ‘on 31 July/Monday, in the morning/fune/1996 Prepositions of place: atthe theatre, in Londdom VOCABULARY Prepositions of ime Countries, owns, places of entertiament PREPARATION ‘Make one copy ofthe worksheet for every four or five students in the class and cut ou all the cards s indicated, You _may wish to photocopy the worksheet and stick it onto card, TIME 30 minutes PROCEDURE 1. Write few time expressions and places on the board and elicit the correct prepositions to go with them, 2 Now explain to the students that they ag going to play a ‘game of dominoes matching atime expression or a place ‘with the correct preposition, znd that the object of the game is to get ri ofall their dominoes, 3. Ask the students to workin groups of four of five and give cach group of sudents set of dominoes, with the ‘Make an iavitaton’ cards mixed i. Ask them 10 deal out five ‘dominoes each and to leave the retin a pile, fce down, 4 Before they start playing, explain how to play. 5) When they've finished a game, they can shuflle and play another round, HOW TO PLAY 1 Player puts down any one oftheir ominocs (except a ‘card marked “Make an invitation’ fae up, 2- The player on ther Tet must then put down one oftheir dominoes, making sue thatthe preposition matches the time or place on Player A's domino. For example: (domino A)ar (domino 8) Spmyon Comino © 11th February The players take it in tums to add dominocs inthis way 3 Ifa player cannot par down one oftheir dominoes, they can cither: 4) play a card marked ‘Make an invitation’ by holding up ther card and inviting another player to go out, stating the time and pace. For exampie: Would you lke to ply tennis at the weekend? How about coming to the cinema with me on ‘Thursday evening? When they have done this, they retum the card to the bottom of the pile. o ) take:a domino from the top of che pile and pur it down itthey can, 4 The winner isthe first player to get rid ofall their dominoes. esa Peineoese mesos Fac. © San Kayan eat Sct ol rl, Pbshe by Horan Engi ange ech oa @ Photofit Descriptions A She's an attractive young black woman with short dark hair. She's very slim and she's got ‘beautiful dark eyes. B He's middle-aged and he’s got grey hair and a beard. He's quite tall and he looks really serious, © He's got quite long fair hair and he wears glasses, He's very thin and he looks like a student. D_ She's very tall and she's got long dark hair. She's slim and she looks like amodel, E She's a good-looking middle-aged woman with grey hair. She's of medium height and she looks happy. F She's of medium height and she's got long blonde hair. ‘She wears glasses and she looks friendly. G He's quite old and he’s bald. He's got a round face and he Reward Pre-intermediate Resource Pack He's a good-looking man with curly hair and a moustache, He's quite short and he looks fit. She's tall with very short darkchair. She wears glasses and she looks like a banker or company director. He's an attractive young man with Jong hair. He's got beautiful eyes and he looks like a dancer. He's quite old, with curly white hair and a beard and moustache. He looks like someone's ‘grandfather. She's a protty woman with long dark hair. She's quite fat and she looks nice. | He's got quite long curly hair and a nice face. He wears glasses and he looks ike a musician. She's of medium height with long straight hair, looks kind. She's quite young and she looks sad. | © IDENTITY CARD NAME AGE NATIONALITY. j=] SsnBASESAARMAMBSMAMBSESEDSESEDSSSESESEEDEBE HOBBIES. FAVOURITE NIGHT OUT — ‘© inka an ak Sh eg Ryman asichangag cig etme ace ed edwin Sais Invitation dor” ACTIVITY 4 Q ema ya18 PA Groupwork: speakir AIM To playa gz expressie GP y. : — ee HONS wwsarance VOCABULARY Describing appearance PREPARATION Make one copy of Worksheet 17a and 17b for every four to six students in the class. Cut out the sentences, pictures and ‘entity cards as indicated TIME 45 minutes PROCEDURE 4 Ask the students to work in groups of four wo six 2 Give one set of pictures and sentences to cach group. Do fot give out the identity cards yet. 3 Ask the students to spread out the pictures face down and to spread out she sentences face down separately from the pictures. 4. The students take it in turns to tum over one picture and ‘one description, They should read the description and decide whether tt matches the picture. it does, the student keeps the pair and plays again. it doesnt, the student puts them back face down and the student on their lett plays inthe same way. 5. Continue unt all the pictures and sentences have been ‘matched: the player wich the highest number of matching pairs is the winner. Check the answers. (See the back of, ‘Worksheet 17b.) 6 Forthe next part of the activity the students stay in thete original groups. They put all the pictures of people spread ‘out infront of them, face up, 7 Divide each group in half into mini-groups of two or three students, 8 Give one identity card to each mini-group and ask them to ‘rite imaginary information on it about one of the people in the pictures without letting anyone else know which picture they have chosen. They should invent information which they think corresponds to the person's appearance. 9 Ask the students to exchange identity cards with another minigroup and 10 guess which picture it goes with 10 When they have matched people correctly, they should ‘exchange idemtity cans with another mingroup and {guess which pictures they correspond to, Award Peters Pas @ Sanya tae Sel of nh 108 Plated yHamann Ege anne Teng @ ’ @ Phoiofit Pictures Reward Pre-intermediate Resource Pack x —=—y|| Cs ASK PE AA QS aa ll = SS

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