Greenall Simon, Kay Sue. Reward Pre-Intermediate Resource Pack (Photocopiable)
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Over
the
bridge.
. .
Woksheet
ACTIVITY
Pairwork: writing, reading, speaking
AIM
To write a description of an imaginary place to live.
To complete a partner's description of an imaginary place to
live.
GRAMMAR AND FUNCTIONS
Describing facilities:
It's
got
...
There
is/are
VOCABULARY
Features of a place to live
PREPARKI'ION
Make one copy of the worksheet for each student in the class.
TIME
30
to
40
minutes
PROCEDURE
1
Give one copy of the worksheet to each student in the
class.
2
Ask them to imagine that their ideal place to live is on the
other side of one of the bridges in the pictures.
3
Each student should write a description of this ideal place
without
indicating
which bridge
they
have chosen.
They should describe:
the features and facilities of their ideal place
their own house
why they like living there and what they do in a typical
day
in
their ideal place.
4
When they have done this, ask the students to 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 pairs 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 to
their partner and compare their own words with the
words their partner chose to
fill
in the blanks.
Reward Pre-Intermediate Resource Pack
O
Macmillan Publishers Limited
1999.
r'
Progress
check
Reward Pre-intermediate
Resource Pack
id used within the class.
1
Bingo
Worksheets Progress check
m
and
m
NOTE:
Use Worksheets
6-1
0a and
6-1
0b for this
activity.
ACTIVITY
Whole class: listening
AIM
To play a game of bingo and to recognise the past simple form
of irregular verbs as the infinitive is called out.
GRAMMAR AND FUNCTIONS
Past simple forms of irregular verbs
VOCABULARY
Irregular verbs
PREPARATION
Make copies of the bingo cards so that the students have one
each. Make one copy of the verb grid on the back of
Worksheet
6-
lob and cut it up, so each verb is on a separate
card. Make one copy of the verb grid and
do not
cut it up.
TIME
30 to 40 minutes
PROCEDURE
1
Give one bingo card to each student
in
the class.
2
Tell the students that you are going to call out the
infinitive of verbs and that they should put a cross in the
box next to the past simple form of these verbs as they
hear them.
3
Explain that the object of the game is for the students to
get a horizontal, vertical or diagonal line of crosses on their
bingo card. When they have done this, they should shout
'bingo!'.
If
you want to use the bingo cards again, ask the
students to use a pencil.
4
Shuffle the verbs from the cut-up verb grid and put the
complete verb grid
in
front of you. Each time you call out
a verb, place it on top of the same verb on the verb grid.
5
When someone shouts 'bingo!' ask them to call out the
infinitives of the 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.
If
they have, this student is the
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.
You can make the game more challenging by asking the
students to get a 'full-house'. That is, the winner should have
crosses next to
all
the verbs on their bingo card.
In
this case,
you may like to Limit the number of verbs the students need to
listen out for in the 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 cut-up verb grid for every ten students in the class.
Point out that 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.
If
they are on their bingo card,
the students 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 to listen out for them. Collect all the
verbs in again and you
are
ready to start the game.
Reward Pre-Intermediate Resource Pack
0
Macmillan Publishers Limited
1999.
w
Progress check
Reward Pre-intermediate
Resource Pack
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:
that's really ercitinq
and fun.
'
r~obert:
4'6
like to travel)
to foreign countries.
'
w
hes:
'I
want to earn lots of money
Alison:
'I'd
like to have a job
where
I
meet a lot of interestinq
people from all over the
r~arld.'
r
(~allv:
'I
want to be my own boss.')
(~ary:
4'd
like to have a job
..#:*L I"".. L"I:J....-
'
wrcrr lvrry rlvlruuy>.
A(&
21'
e
with computers and new
-9
a
cy
y
the world!'
A
spend hours in a car or on
w
5,
I
a train travelling to work.'
(
all day.
I
want to be outside in the
Suzette:
'Most of all,
I
want to feel
happy in the job
I
do.'
Simon:
'I'd
like to do a
Three things which are important for me:
1
2
3
One thing which
is
not important for me:
Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
b'
1
JO
b
priorities
Worksheet
m
ACTIVITY
Pairwork: reading, speaking
AIM
To read about and discuss things that are important for people
when looking for a job.
GRAMMAR AND FUNCTIONS
Talking about hopes, ambitions and preferences
Would like to, want to, don't want to
VOCABULARY
Jobs
PREPARATION
Make one copy of the worksheet for each student in the class.
TIME
20
to
30
minutes
PROCEDURE
1
Ask the students to imagine that they are looking for a job
and to
think
about the sort of job they would like.
Brainstorm some of the things which they think are
important in a 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 work in pairs and explain their
choices to their partner.
I.
5
When they have done this, ask the students to think of a
job which would suit each of the people interviewed.
Reward Pre-Intermediate Resource Pack
O
Macmillan Publishers Limited
1999.
w
Predictions for the week
beginning
OQ
0
The events
of
this week
will
change
your
life!
In the next few days you'll go
...............................................................................................
You'll meet
This person will
fold
...............................................................................................
t
At
work/school, you won't
fold
..............................................................................................
t
Somebody at home will
1
and so you'll probably feel
I
'
At the weekend, you'll
'
I
Your life will never be the same because
I
Published by Macmillan Publishers Limited. This sheet may be photocopied
and
used within the class.
b'
Horoscope COnSeqUenCeS
Worksheet
rn
AC'I'IVITY
Groupwork: writing
AIM
To create an imaginary horoscope by writing predictions.
GRAMMAR AND FUNCTIONS
Will
for predictions
VOCABULARY
General
PREPARATION
Make one copy of the 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-reading, tea-leaf
reading,
tarot cards, horoscopes, etc.
2
Explain that the students are going to write horoscopes for
one another.
3
Divide the class into groups of eight and give one copy of
the worksheet to each student in the group. Ask each
student to write the date of the following Monday in the
space. For example,
if
today is Wednesday 1st December,
they should write
Predictions for the week beginning
6th
Decembar.
4
Now ask the students to complete the sentence beginning
In the next few &ys you'll go
...
in any way they like.
5
When they have done that, ask them to fold their piece of
paper so that the sentence they have written is hidden,
and the next sentence beginning
You'll mee
t...
is visible.
They should then give it to the student on their left.
6
Ask the students to complete the sentence which is now
at the top of the 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 their 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 is their horoscope for the week.
10
If
there are any words or phrases that the students do not
understand or think are incorrect, tell them to find the
student who wrote them and ask them to explain or
correct the word or phrase.
Reward Pre-Intermediate Resource Pack
0
Macmillan Publishers Limited
1999.
I
1
Getting ready
to
go
Reward Pre-intermediate
Resource Pack
fold
'
I.
I
I
I
I
1
take traveller's cheques
take foreign currency?
2
change my money when
I
............................................
..................................................................................
I
I
1
find a youth hostel
stay in a
hotel?&
2
sleep in a tent
I.
.....................................................
................................................................................
I
I
I
'
hi" a car
travel by train?
2
travel by bus
..................................................................................
..................................................................................
I
I
I
I
1
travel alone
2
travel with my parents
..................................................................................
Q
I
I
I
I
1
go round the museums
go to the
beacA
2
take a lot of photographs
,
.................................................................................. ..................................................................................
I
I
I
1
take a strong bag
take a
suitcase?^
2
take a backpack
...........................................
.........................................................
I
I
I
1
travel for a year
come back soon?
A
2
come back next month
...........................................
....................................................................
I
I
I
write me a letter?
2
send you a postcard
I
b;
I
.................................................................................. ....................
.........................................................
..._._
I
I
I
'
1
take a map
take a guidebook?
A
2
buy one when
I
get then
....................................................................................
.............................................................................................
I
I
I
I
1
go walking in the mountains
stay in the town?
2
spend
a
week in the jungle
....................................................
.......................
(.((.._._
..._
Published by Macmillan Publishers Limited. This sheet may be photocopied and used within the class.
...........................
...................................................
r'