student a

-Communicativeactivitiesfor students ofEnglish

Heinemann English Language TeachingA division of Reed Educational and Professional Publishing LimitedHalley Court, jordan Hill, Oxford OX2 BEjOXFORD MADRlD FLORENCE ATHENS PRAGUE SAO PAULOMEXICO CITY CHICAGO PORTSMOUTH (Nm TOKYOSINGAPORE KUALA LUMPUR MELBOURNE AUCKLANDJOHANNESBURG IBADAN GABORONEISBN 0 435 24033 1Text © Susan Kay and The Lake School ofEnglish 1995Design and illustration ©Heinemann Publishers (Oxford) Ltd 1995First published 1995Permission to copyThe material in this book is copyright. However, the publisher gmnlspermission for copies ofpages to be made without fee on those pagesmarked with the PHOTOCOPIABLE symbol.Private purchasers may make copies for their own use or for use byclasses ofwhich they are in charge; school purchasers may makecopies for use within and by the staff and students of the school only.TIlis permission does not extend to additional schools or b!".ll1ches ofan instinltion, who should purchase a separate master copy ofthebook for their own use.For copying in any other circumstances, prior permission in writingmust be obtained from Heinemann Publishers (Oxford) Ltd.Designed by D &) Hunter Cover design by Stafford & Stafford Illustrations by Nancy Anderson, Cathy BaIme, Kathy Baxendale, David Downton, Maggie Ling. Peter Maggs, Gillian Martin, Ed Mclachlan, Martin Shovel. Author'S acknowledgements Thanks ... - to all the wonderful teachers at TIle Lake School ofEnglish for their support and for trying out the activities and giving me useful feedback.- to Simon Greenall for having the original idea for the Resource Packs.- to Catherine Smith for continuing to edit the Resource Pack, in spite ofhaving lots ofadditional responsibilities - I appreciate her input.AcknowledgementsTIle authors and publishers would like to thank Penguin Books forpermission to use the text 'The Worst Tourist' from The Book ofHeroicFailures by Stephen Pile, © Stephen Pile, 1979.Printed and bound in Great Britain by Thomson LithO,East Kilbride, Scotland969798991098765432....­

Notes for teachers """"'---------~.....--....The Resource PackThis Resource Pack for teachers contains over 50communicative practice activities for Intermediatestudents. It is designed to be used with RewardIntennediate Studenfs Book, but can be used tosupplement any course.There is a wide range ofactivities, which providepractice in speaking. reading ,md writing. All theactivities have been tried and tested many times in theclassroom.You c,muse the activities in different ways:• to extend lessons from Reward IntermediateStudent's Book• to revise specific stmctures. language or vocabularylater in the course• to supplement any courseIfyou are using Reward IntermediateStudent's BookThe Resource Pack provides at least one practiceactivity for each Lesson and Progress check. Thenumbers on the Worksheets correspond to thelessons inthe Studen l's Book.Ifyou are not using Reward Student's BookUse the contents ch:u1 at the front ofthe Resource Packto select the activity you want to use.How to use the Resource PackEach activity in the Resource Pack consists ofonephotocopiable worksheet, with Teacher's Notes on theback. (Occasionally there are two worksheets for anactivity.)The worksheets in the Resource Pack are hole-punchedfor filing. When you have selected the activity you wantto use, carefully detach it from the pack, and check theTeacher's Notes to find out how long the activity willtake, and what preparation is required. The Teacher'sNotes provide step-by-step guidance, ensuring that lessexperienced teachers, or those with little time to spendon preparation can use the activities easily.The work.,heets have beendesigned for maximumclarity, even when photocopied. However, if you havethe facilities to enlarge your photocopies, you may findthis useful, especially in the case ofpictures orboardgames.Some ofthe worksheets require cutting up into cards(for example, dominoes, mill drills, bingo). We suggestthat you stick the photocopies onto card before cuttingthem up. Laminating cards will also give them a longerclassroom life. When cutting lip the worksheets,remember to cut up the photocopy and not theoriginal! Put the original in a folder or ring-hinder, orput it back in the pack. Once YOll have cut the cardsout, put them into envelopes and write the title andactivity and the number ofcards on the front of theenvelope.Some activities require multiple sets ofcards. Withthese, it is a good idea, when you photocopy each sel,to put a different mark, or use a different coloured penon the back ofeach set. This will avoid confusionshould the sets become mixed up, and will also make iteasier for you to check the number ofcopies per set.Store each set in an envelope, as above.

Mill drillsThere are several mill drills in the Resource Pack. Youcanalso use some ofthe cards from other activities formill drills.What is a mill drill?A mill drill is an interactive way ofdrilling newlypresentedlanguage, using cards with picture or wordprompts on one orboth sides. It fulfils the function ofrepetition and substitution drills. As the name suggests,the students stand up and 'mill' (circulate) around theclass, interacting with several partners. A mill drill is anideal way ofproviding controlled practice ofa newstmcture orfunction after initial presentation, becauseit gives students the opportunity to repeat the samelanguage with several different partners.The benefits ofa mill drill... for the studentThe presentation stage ofa lesson can be ratherteacher-centred and static. A mill drill makes a welcomechange offocus for both students and teacher. It makescontrolled practice more communicative and enjoyablefor students and basic repetition becomes morestimulating and active. A mill (hill can also be reassuringfor less confident students, not only because thestudents are solely dependent on mechanical repetitionamI substitution, but also because they are not requiredto speak out alone.The benefits ofa mill drill... for the teacherMill drills differ from conventional drills in that they arestudent-centred, providing an invaluable opportunityfor the teacher to monitor individual students'weaknesses, particularly pronunciation and intonation.How to do a mill drill withyour classThere are instructions for each mill drill in theTeacher's Notes on the back ofeach mill-drillworksheet. The basic procedure for doing a mill drill isas follows:Preparatioll1 Photocopy the worksheet and cut out the cards asindicated. With a large class, divide the class intogroups and make one copy ofthe worksheet for eachgroup.2 Give each student a card.lt isnot necessary to use allthe cards on the worksheet, so if there are fewerstudents in the class or group than the number ofcards on the worksheet, leave out the surplusnumber. Some cards have a prompt on one side only,while others have prompts on both sides, so followthe instntctions in the Teacher's Notes carefully.Demonstration1 Tell the students that they are going to spend 10 to 15minutes practising the new language and that you aregoing to demonstrate this.2 Give one card to each student in the class, and keepone for yourself. Select a sample dialogue (assuggested in the Teacher's Notes on the back oftheworksheet), and write it on the board, preferablyeliciting the language from the students. Indicate thepart ofthe dialogue to be supplied by the picture orword prompt on the card.For example:A: Doyou like reading?B: Yes, I do.A: So dol,3 Explain that this language will change according tothe prompt on the card, and elicit suggestions forthis.For example:Do you like reading?playing tennis?writing letters?4 Show the students how to hold their cards. This isimportant because double-sided cards must be held insuch a way that when students are talking to apartner, they are both abLe to see each other's cards.The correct way to hold a double-sided card.ORDER The wrong way to hold a double-sided carel. CHAOS..

5 Choose a confident orextrovert student todemonstrate the activity with you. Then ask two orthree pairs of students to demonstrate the dialogue.Students do the mill drillAsk all the students to stand up and to go round theclass or group, repeating the dialogue with as manydifferent partners as possible, and using their cards asprompts.Some mill drills have two stages involving eitherturning the cards round, or exchanging cards withanother student, so that students get the opportunity tomake new responses. In these mill drills, tell thestudents that they should stop talking when you clapyour hands and continue once they have made thenecessary change.A mill drill is a controlled practice activity and it isimportant that students use the language accurately.Therefore, while the students are doing the mill drill,you should circulate, listening and correcting students'mistakes in gr.lmmar and pronunciation.Pair formingThe picture cards on some ofthe worksheets can beused for a pair-forming activity, as follows.1 Make two copies ofthe worksheet and cut out thepictures so that there are two identical pictures foreach pair ofstudents in the class.2 Shuffle the cards and give them out to the students.Tell the students not to show their cards to anyoneelse. The students then stand up and go around theclass, asking and artswering questions about theirpictures until they find the student who has theidentical card.You can use this activity as a way ofputting studentsinto pairs for another activity . You Cart put studentsinto groups in a similar way, by making copies ofthesame picture for each student in a group.PelmanismThe picturecards on some ofthe worksheets can beused for pelmanism (a matching game) as follows:1 Make one set ofcards for each pair (or small group)ofstudents artd give each group the cards and anequal number ofblank cal·ds. For exanlple, if thereare 12 picture cards, give the group 12 blank cards.2 Ask the students towritea sentence on each blankcard to match a picture card.For example:picture cardsentenceShe's fA.pilot.3 ~!hen they have done thiS, ask the students to spreadout the pictures face down, and spread out thesentences face down, separately from the pictures.4 Now ask the students to take it in turns to tum overone picture card and one sentence. Ifthe two cardsmatch, the student can keep them, and play again.Ifthey do not match, the student turns them backover, and the next player repeats the procedure.S The game continues in this way until all the cardshave been used up. The winner is the student withthe most cards.

Contents Worksheet Interaction Skills Activity Time Grammar and functions Vocabularyla Spotlight 011.1'011 WllOledl~s WritingSpeakingCommunication lask:to writ~ and toanswer questions20-30 Questions without ersonal infumlationIb FiJldout Wlloleclass Speaking Communication task: 1;-20 Asking for illld giving int(mnarion Personal informationclass sliNeyQuestiuns with a qucstion wordQuestions wilhom a question word2 What arf! ),011 dO/JIg 'lec.1u}eek/'Wholed"", Speaking Filling in a diary witharr.mgoen1ent53 One thlJlg leads 10 anolhf!1 c Pairwork ReadingSpeaking20-30 Present cominlioLis to talk .Ihouttk:finite arrangements ill [he futureDiscussion ~()-40 DescL"ibing a ~e(luenl'c of events:fJejill'e/tI/ler +subjtct +verb; before/lljler +·ingDurillg and firrLeisure activitiesStages of a relationship.. Ha/fminule topiCS Gmupwork Speaking Boarogal11

---~...Worksheet Interaction Skills Activity Time Grammar and functions Vocabulary20 G(m ),011 do it? (ll"OUllWork Sp~aking Communication t;L"k: 20-30 Om to talk about gene",,1 'lhUit)" in the pre5ent Generalda~~sl1~"erCould to talk "bom general ability in the pa5tPro~rcss check 16-20 (;roup\vork Reilding Discu!'ision 20-30 Modal '-erhs: SchooIndesE'\'cJwlIglng contracts Speaking \Vriting a contmct Slwu/d. milst; hlll'i' If), JIlust. mllstn'tWriting 0011'1 Iw(!e to: INsup/Jo ....·('tl (021 Fi/l" rer'leU' Groupw\)rk Speaking \"V'tiling about films 45 Adjectives and adVt"rbs Trpes offilms, parts of aWriting (i iving opiniuns lill'n; adjectives tuEmphasisingdescribe a film22 Animal justinl'[ Pairwork Writing Glle .,sing 15-20 PI)sition ofatlverbs and adverb phrases AnimalsSpeakingAdverbs of manncr': adverb phrases of time23 Bal1iefieid 0" bed of Paili....ork Speaklnl! (;fltcgorising: 20-30 Report~d speech Loye and reh,tlonsllipsroses.' VOCi.thldar)' Said Ulwi) + clause24 IFhfJ tlsked me flUft? Groupwork SpeakingWriting25 Repoffed '{leeclldominoesProgress check 21- 2~a and21 - 2'1b He_mgm' rare21 - 25a Game board21- 25b QuestionsGroupworkWritingSpeakinl(ComOlllnjitiesTravel38 SjX'CI(/al!(J!1 (inmpw(JI'k Speaking Talking :'lh()ut [lktllres 3U Past mtxlals: may Iwt'e! m;gltf halJe and amid ttfl1'(! Generalt1!ustl1m 1 eanuc'(IIl't hare39 IfOflly I'd fake" IIw,'e Whole cIa" Reading Disclission 20 Expressing regrets aboUl the past with II('isll/If Gener::lfclumces Writing (m()' + past perfectSpeaking40lm(/gilte Wholed"ss Writinl\ Completing semenees 20 Third conditional GeneralSpeaking and to ask andan~,ver questions17lOltghlIJul)lJlesPairwork Writing Matching thoughts to 30 Expresro;ing opinions General Speaking pictures of people Expressing regrets Tllil,1 condition.ai

• i Spotlight on youReward IntermediateResource PackQUESTIONS FORQUESTIONS ASKED BY(Nwne) ____________________ (Name) _____________What's your favourite... ___________________Have you ever... _______________________Where do you usually... ________________Are you... __________________________Do you have... _______________________Do you... ________________________How old... ______________~_--____What are you going to... ______~___________When did you... _________________________Do you think you'll... ________________-----------------Would you like to... _______________-______,© Susan Kay. 1995 Published by Heinemann fnghsh Language Teaching This sheet may be photocopied and used with," the class

Teacher's NotesISpotlight on you workSheet.NOTE: This activity is not linked to the activity on Worksheet 1 b.ACTIVITYWhole class: writing, speakingAIMTo write a question for each student in the class. To ask andanswer questions.GRAMMAR AND FUNCTIONSQuestions without a question word and an auxiliary verbQuestions with a question word: 'what, wllere, how, when andan auxil111Y verbVOCABULARYPersonal infonnationPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 to 30 minutesPROCEDURE1 Hthere are more than 12 students in the class, divide theclass into groups. It is easier if the students in each groupare seated in a circle or a semi-cirde for this activity, buttlus is not essential.2 Give a copy of the worksheet to each student in the class.3 Ask the students to write their own name at the top of theworksheet in the space provided under the heading'Questions for'.4 Now ask the students to give their worksheet to the personin their group who is sitting on their left.S Tell the students that they are going to tlunk of a questionthey would like to ask the person whose name is at the top .­of the worksheet they have received. They should writetheir question on the worksheet by completing one of theunfinished questions. 'nley can choose any unfinishedquestion they like.6 When they have written a question, they should write theirown name next to it in the space provided. They shouldthen give the worksheet to the person on their left.7 Repeat the activity until the students receive the worksheetwith their own name at the top again.a Now ask the students to go round the class, find each ofthe students who wrote a question for them and answer it.9 It is probably a good idea to make Sllre the students know apolite way of refusing to answer questions, for example,'I'd rather not answer that', and to tell them that they havethe right to remain silent!Reward Intermediate Resource Pack. €:I Susan Kay. 1995. Published by Heinemann EnglISh Language Teaching-•

Reward IntemlediateResource Packlast night?Find out.; .Who's visited the mostcapital cities?Find out.Who is going to have theirbirthday next?Find out.© Susan Kay, 1995. Published by Heinemann English language TEaching. ThIS sheet may be photocopied and used within the dass

•i doingWhat are younext week?Reward IntermediateResource PackMONDAYMORNING AFTERNOON EVENING with __atTUESDAY'with ~&verqcmt ?nthe c.la4d--'-"-~"---with __..______at~_.____ _..._ .._.at __ ___.___--.-..-------­with ____ at ___ at __..___WEDNESDAYScJwot to m.lMeum with everyone in t.he cla4d at/0. THURSDAYH'ith ..________at __VUieo eN~ at scJwu(with eve'Y~itt the ciaMat_?:jQ____with __... at ___ with ________at __.________with ---------i::::..;:::at_._.._..____FRIDAYwith at ___...___ at _______.___SATURDAYwith ___. at SUNDAYwith ___"_"___ at ____ .____ with _ ..____.._ ...___at __~ ________Picnicwitli eKe-ryan£, in t.he c.l.aAoat1.30~___.___at __ ~_______~~with ____ .______at ___© Susan Kay, 1995. PublIShed by Heinemann English language Teaching. ThIS sheet may be photocopied and used within the class

Teacher's NotesWhat are you doing next week? worksheet.ACTIVITYWhole class: speakingAIMTo make plans for the following week and arrange times andpL1ces to meet other members of the class.GRAMMAR AND FUNCTIONSPresent continuous to talk about definite arrangements inthe futureVOCABULARYLeisure activitiesPREPARATIONMake one copy of the worksheet for each student in the class,TIME:w to 30 minutesPROCEDURE1 Give a copy of the worksheet to C'Jch student in the class.2 Tell them that this is a page out of their diary and that theyare going to make some arrangements for the followingweek.3 Ask each student to think of six leisure activities theywould like to do during the week and to write them downwherever they like in their diary. Point out thearrangements already written in their diary as examples,but expL1in that at tills point they should only write in theactivity and leave the spaces marked 'with' and 'at' blank.4 When they have done that, ask them to go round the classand find someone who is free to do each of the activitieswith them. They should ask and answer like tills:Student A: W71at are YOli doing on Thursday evening?Student B: Nothing, I'm free.Student A: Would you like to come swimming with me?Student B: Yes, I'd love to,Student A: OK, let's meet at 6.30.orStudent A: \W!at are YOll doing on S;lttlrdayafternoon?Student B: rm going 10 tbe cinema.SUldent A: Wl1at about Satm"day evening? etc.When Students A and B have agreed to do an activitytogether, they should write one another'S nanles and thetinle they have arranged to meet in the relevant place intheir diaries.5 The students repeat the activity until they have foundsomeone to do each of their leisure activities with. Theyshould find a different person for each activity.6 Stop the activity when one of the students has finalisedarrangements for each of their six leisure activities.Reward Intermed,ate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

• IOne thing leads to another;- x:: You meet one another. ~ i You finish your studies.Reward IntermediateResource Pack~L" .."......".......: ;-:!You·n! attraded to one another. ~, You go out with one another.; Your parents meet. You get engaged.~ ... , ..! You fall in love. Yoa get to know one another. i)i)i;­~ ..... ,............ " ................ " .. . ,,.,..... ,,,..... ",..... ,,', .. ,... ~... """ .... ,."... ".",... ",.... " .... .,.. ".,".,.. ,....... ".,.,.. ,........ ,..... ,.......... ,,,....... ,: You get married. ~ I you start living together.r·······, ..···,,·······,,·""··· ..··,,··,··········,.... ,··· ....."......,...........,..,.... :i)You have children.i)! You go on holiday together..~ ••• , .......... , •••• • ................. , •• , •• , ••. , ••• ',.', •••••••••• ,',', ... ,. , ... ".,,,. L."" •••• , ........,., ••••• ,"" fISraya and Haroon both lived in the town During the second world war, Michel wasof Kanpur in India. Sraya first saw Haroon serving as a soldier with the French armyin 1951 and she thought he looked nice abroad. Madeleine lived with her family inbut they couldn't talk to one another. In Lyon, France and had just started working-.. fact, young Indian men and women as a primary school teacher. One day, shecouldn't get to know one another before read in the local newspaper that Frenchgetting married. Sraya told her father soldiers serving abroad were looking forabout Haroon and he went to visit the pen-friends and so she wrote her firstboy's parents. Sraya's father thoughtletter to Michel. They wrote to oneHaroon would be a suitable husband for another for four years and today they bothhis daughter and so Sraya and Haroon met say that they fell in love through theirand spoke to one another in front of letters. In fact they got engaged beforerelatives. Then they got engaged. The first meeting one another in person. When thetime they were alone together was after war was over and Michel returned tothe wedding. Today, Sraya doesn't think it France, Michel and Madeleine met for thematters if you know someone or notfirst time. Now they have been married forbefore you get married because life after nearly fifty years and neither of themmarriage is so different from anyregrets their unusual engagement.relationship you have before. Haroonthinks his wife is more beautiful to himtoday than she was when they got marriedforty years ago.B© Susan Kay, 1995, Publ:shed by Heinemann Engllsh language Teaching, ThlS sheet may be photocopied and used within the dass,

Teacher's NotesLOne thing leads to another worksheet.ACTIVITYPairwork: reading, speakingAIMTo put the stages of a relationship in order according todifferent criteria.GRAMMAR AND FUNCTIONSDescribing a sequence of events: before/after +subject +verb;before/after + -iI1gDuring and [orVOCABULARYStages of a relationshipPREPARATIONMake one copy of the complete worksheet, and cut texts Aand B off as indicated. Make one copy of the 'stages of arelationship' at the top of the worksheet for each student inthe class and cut them into cards as indicated. Make one copyof texts A and B for each pair of students in the class and cutthem in half as indicated.TIME30 to 40 minutesPROCEDURE1 Give one set of cut-up 'stages ofa relationship' cards toeach student in the class. Do not give them texts A and Byet.2 Ask the students to arrange the 'stages of a relationship'cards in order, according to what they think is usual fortheir own country.3 When they have done that, ask them to compare results. Ina class where the students come from a valiety of differentcultures, there are likely to be some differences from oneculture to another; in a class where the leamers all comefrom the same cultural background, people may havedifferent opinions about what is usual.4 When the students have compared their own opinions, askthem whether they think that the stages of a relationshipmay happen in a different order in other cultures.5 Now ask the students to work in pairs of Student A and Student B. 6 Give each Student A a copy of text A and each Student B acopy of text B and ask them to read the passage you havegiven to them without showing it to theh' partner.; 1 Now ask each student to re-arrange their 'stages of arelationship' cards in order, according to the relationshipthey have read about.8 When they have done this, Student A ancl Student B shouldtake it in turns to describe the relationship they have readabout to their partner by referring to the order in whichthey have arranged their 'stages of a relationship' cards.FOLLOW-UP1 Ask the students to put the following actions in order,according to their own moming routine, leaving out anythat are irrelevant:get alit ofbedput clotiJes onput shoes 011have breakfasthave a wasilclean teetiJwasil the dislJesbmsll ilairput make-up all read the newspaper listen to the news make the bed kiss members ofyour family.'ia}, prayers2 Ask them to compare moming routines with a partner.Reward IntermedIate Resource Pack, © Susan Kay, 1995. Published by Heinef'1ann English languagE' Teadllng.

Reward Intermediate• IHalf-minute topicsResource Packj?0018::j.!Jno"~1Jno~::j.U~IIl!J'l9! )!U!4::j.no~ wUJ. ~::j.!l d8S)! O::j.oP~4::j.::j.~4MJd31I1f10ANO NOSlliJdiJlUMSYe;omethlngyou'd like toGhange al70utyoure;elfa ~taGeyouel loveto vle;ltaGtivitleeyou findrelaxingprogrammeeyou likewatGhing ontelevleionohot(1Cooipri and used within the class.

Teacher's NotesIHalf-minute topics worksheet.ACTIVITYGroupwork: speakingAIMTo playa board game by talking about given topics.GRAMMAR AND FUNCTIONSTalking about likes and dislikes. Verb patterns: to or -ing Would like to/love to + infinitive to talk about ambitions, hopes and preferencesAdverbs and adverbial phrases of frequencyVOCABULARYRoutine and leisure activitiesPROCEDURE1 Ask the students to work in groups of four to six.2 Give one game board, some cOlUllers and dice to eachgroup.3 Before the students start playing the game, explain how toplay using the instructions below. Ifyou wi.sh, you canphotocopy these instructions and distribute a copy to eachgroup, or display a copy on an overhead projector.4 The students are ready to play the game. While they areplaying, go round to each group and check they are playingcorrectly.PREPARATIONM,lke one copy of the worksheet for every four to six studentsi.n the class. Provide dice and cOlUlters for each group. Eachgroup will also need a watch with a second hand.TIME30 to 40 minutesHOW TO PLAY THE GAME1 Put the game board in the middle ofthe table and place a 5 Ifa player lands on a square with the instruction to askwatch with a second hand next to it.somebody else, they should read the topiC aloud to the2 All the players put their counters on the square markedrelevant person who then talks about it for 30 seconds.START and throw the dice. The first player to throw a six 6 If a player has nothing to say on the topiC they have landedstarts the game.on, they are allowed to pass and miss a tum, but they can3 Player A throws the dice and moves their COlmter alongonly do this once in the game.the board according to the number on the dice.7 ll1e game continues in a clockwise direction until the first4 Player A then reads the topic on the square the counter hasplayer reaches the square marked FINISH.landed on and talks about it for 30 seconds. Players shouldbe tin1ed from the point at which they Start talking, thusallowing tl1em a little thinking time before they starttalking.Reward Intermediate Resource Pack. © Susan Ka,. 1995. Publisbed by Heinemann Engllsb language Teacbing.

• jAre you in tune?Reward IntermediateResource PackIPredict your partner's answers.(partner's name),/=I was right)( I was wronga What do you think of opera?A It's boring. It's wonderful. It's all right.a How often do you listen to classical music?A Often. Sometimes. Rarely.a Do you sing in the bath or shower?A Yes, I do. No, I don't.a Do you remember the lyrics of songs?A Yes, I do. No, I don't.a Do you like listening to reggae?A Yes, I do. No, I don't.a How often do you buy a record/CD/cassette?A Every week. Once a month. Once a year...I a What do you think of heavy metal?A It's eXCitIng. It's okay. It's dreadful.iIIa What do you think life would be like withoutmusic?A Boring. Depressing. Peaceful.a Do your parents like the same music as you?A Yes, they do. No, they don't.Q How often do you listen to music while you'reworking?A Always. Sometimes. Not often.a How often to you listen to jazz?A Often. Sometimes. Never.a Do you playa musical instrument?A Yes, I do. No I don't.a What is your favourite music?AHow many predictions did you get right? Score one point for each tick. Read your score to see how well you know your partner. If you scored 1 to 5: You are not really on the same wavelength. If you scored 6 to 9: You know your partner's taste in music quite well- or you're good at guessing. If you scored 10 to 13: You're completely in tune with your partner.© Susan Kay. 1995, Pubhshed by Heinemann English Language Teaching, ThIS sheet may be photocopied and used within the ciass,

Teacher's NotesAre you in tune? workSheet.ACTIVITYPa~ork:speakingAIMTo see how well the students know each other by predicting apartner's answers to questions about their musical taste.GRAMMAR AND FUNCTIONSAdjectives ending in -ed and -ingQuestion tagsShort answersVOCABULARYTypes of musicPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 minutesPROCEDURE1 Ask the students to work in pairs.2 Give one copy of the worksheet to each student in theclass.3 Ask the students to write their partner's name in the spaceprovided at the top of the worksheet.4 Explain to the students that they are going to find out howwell they know one another by predicting their partner'sanswers to questions about music.S Ask the students to circle or underline tile answers theythink their partner would give to each question on theworksheet without asking their partner yet.6 When they have done that, the students should take it inturns to check whether they have guessed their partner'sanswers correctly. They should ask and answer like this:Student A: You think opera's wonderful, don't YOll? Student B: Yes I do, Student A: You sometimes listen to classical music, don 't rou?Student B: No, I often listen to it.The students should put a tick or a cross in the COIUllUlprovided next to each question depending on whetherthey have guessed correctly or not.7 When the students have finished checking their answerswith their partner, they should add up their total number ofright guesses and then read the score at the bottom of theworksheet.Reward Intermediate Resource Pack. © Susan Kay, 1995. Published by Heinemann English Language Teaching.

Progress checkIFind someone who...Reward IntermediateResource PackFIND SOMEONE WHO...NAME ... plays a musicalinstrument--'~---­ ------­... likes gamening... has been to awedding lately... thinlcs watchingfootball on televisionis boring... likes Chinese food... listens to music formore than onehour a day... thinks opera ismoving... is terrified ofspiders... thinlcs cold showersare refreshing... gets excited whenthey watch afootball match... feels depressed whenthey listen tothe blues... would lilce to learnto dance salsa --...~-...--.~.----­© Susan Kay. 1995. Published by Heinemann English Language Teaching. ThiS sneer may be photocopied and used within the class.

Teacher's Notes,Find someone who... Worksheet Progress checkNOTE: This activity is not linked to the activity on Worksheet Progress check 1-5b.ACTIVITYWhole class: speakingAIMTo ask and answer questions and to complete a chart.GRAMMAR AND FUNCTIONSRevision of Student's Book Lessons 1 to 5Questions without a question word and with an auxiliary verbAdjectives ending in oed and -ingVerb pattems: to or -ingVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each student in the class.PROCEDURE1 Give one copy of the worksheet to each student in theclass.2 Explain that they are going to transform the statements ontheir worksheet into questions and then go round the classasking one another the questions.3 When they find someone who answers yes to a question,they put that person's name next to the statement in thespace provided. It is important to tell the students that theycan only put the same name twice. This is to encouragethem to speak to as many different partners as possible.4 When one student has found a name for each of thestatements on the worksheet, stop the activity.5 As a follow-up, ask the students to say which statementswere difficult to put a name to and which were easy.TIME15 to 20 minutesR~wa'd Intermed,ate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

Progress checkISentences in a hatReward IntermediateResource Pack__r=============~~_., .... , ............ .;:Another language I'd like to learn is ...I think English grammar is ...I find ...I'm frightened of ...depressing.A country I'm interested in is ...I think people from my country are ...I'd like to try ...When I'm embarrassed, I ...food.I find ...I would like to be more ...incredibly boring.I find ...When I'm worried I .. ,extremely relaxing.

Teacher's NotesISentences in a hat Worksheet Progress checkNOTE: This activity is not linked to the activity on Worksheet Progress check 1-5a.ACTIVITYWhole class: speakingAIMTo complete unfinished sentences. To pick sentences out of a hat and find out who wrote them by asking questions. GRAMMAR AND FUNCTIONSAdjectives ending in oed ~nd -ingAdjectives of nationalityVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of three tofour students in the class and cut it up into 12 pieces asindicated. You wiIJ need a hat or a box for this activity (or twocontainers if there are 20 or more students in the class).TIME20 minutesPROCEDURE1 Choose one ofthe unfinished sentences from theworksheet and write it on the board. Elidt possible waysof completing the sentence.For example:Another language l'd like to leam is Chinese.l'm frightened ofspiders.2 Ask the students to work in groups ofthree or four for thefirst part of this activity. Give one set of unfinishedsentences to each group.3 Ask the !>ludents to spread out the pieces of paper, face down, and to take three each. 4 Ask them to complete their three sentences in any waythey like. (Refer to the exanlples in procedure point 1).They should not write their names or let the students nextto them see what they are writing.5 The students now all work together as a class. Put the hat(or box) in the middle of the room. Ifthere are 20 or morestudents in the class, divide them into two groups and putone hat in the middle of each group. Ask the students tofold up their completed sentences and put them in the hat6 Mix up the folded sentences in the hat and then tell thestudents that, in a moment, they are 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 hatand reading the sentence outFor example:Another klDguage l'd like to le,lm is Chinese.Elicit the question they will need to ask in order to find outwho wrote the sentence:Would YOlilike to learn Chinese?Ask several students the question until you find the personwho wrote the sentence. Make it clear that even thoughstudents may answer yes to the question, they are lOOkingfor the person who wrote it, and may need to ask, 'Did youwrite this sentence?' .7 Now ask the students to stand lip and take one piece of paper each from the hat. If they choose their own sentence, they should put it back and take another one. S They are now ready to go round the class or group askingquestions. AU the students in the class do thissimultaneously. When they find the person who wrote thesentence, they should write the person's name on thepiece of paper, keep it, and take another one from the hat.9 The students repeat the activity until there are no sentences left in the hat. 10 Ask the students to rchlm to their places and COllnt thenumber of completed sentences they have collected. Thestudent with the most sentences is the \-\'inner.11 Ask the students to take it in turns to report back to theclass or group on what they found out during the activity.For example:Monica thitlks English grammar is crazy.Anastasia finds wet weather depressing.Reward Intermed,ate Resource Pack. i!ll Susan Kay. 1995 Publisheo by Heinemann English language Teaching.

Reward Intermediate• ·1 As different asResource Pack~halk arId cheeseWhen they first met, they never imagined they would become the best of friendsbecause they were so different from one another.foldfold '--------.-­Where did they meet?-----_.....__ . ---------­fold '---.----.------_.------.---- ------------.---.-----­Where was she living, what was she doing and how was she feeling when they first met?foldWhere was he living, what was he doing and how was he feeling when they first met?fold ,..--_.-------.-­What did they talk about?fold ,..------­What did she like about him?foldfold ,..------------------- ----.---.-----­How long have they have been friends?© Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the ciass.

Teacher's Notes.. As different as chalk and cheese worksheet.ACTIVITYGroupwork: writingAIMTo create a story by inventing answers to questions andwriting them down.GRAMMAR AND FUNCTIONSPast sinlple to talk about a past action or event that is fuUshedPast continuous to talk about something that was in progressat a specific time in the pastVOCABULARYPersonal qualitiesGeneralPREPARATIONMake one copy of the worksheet for each student or each pairof students in the class.TIME30 to 40 minutesPROCEDURE1 If there are more than 20 students in the class, divide theminto groups. Students may work individually or in pairs. It iseasier if the class or groups are seated in a circle or semicircle,but this is not essential.2 Tell the students that they are going to write the story of afriendship between two people by inventing answers tosome questions.3 Give a copy of the worksheet to each student or pair ofstudents in the class and ask them to write an answer to thefirst question, 'Who was the woman?' in the spaceprovided by inventing details.4 When they have done that, ask them to fold their piece ofpaper to the back so that the sentence they have written ishidden, and the next question, 'Who was the man?' isvisible. They should then give it to the student or pair ofsnldents on their left.S Ask the students to write imaginary details in answer to thequestion which is now at the top of the page on the pieceof paper they have received.6 When they have done that, ask them to fold it as before andgive it to the student or pair of students on their left.7 Repeat the activity until all the questions have beenanswered. Encourage the students to be as imaginative oras amusing as they like when they are writing theiranswers.8 When the last question has been answered, ask thestudents to open out the completed story they havereceived and read it. If there are any words or phrases thatthe students do not understand or think are incorrect, tellthem to find the student who wrote them and ask them toexplain or correct the word or phrase.9 Vote for the most amusing or interesting story in the groupor class.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann Eng!lsh Language Teaching.

Reward IntermediateResource PackME AS A CHILD AGED __(any age between 5 and 10)ME NOWWhat games/play?,What televisionprogrammes/watch?IWhat hobbieS/have?What pets/have?What musicllike?iWhat clothes/wear?Whatllook like?What/be like?What foodllike?What food/not like'?What/be frightened of?i!What ambitions/have?ISusan Kay, 1995. PUDlished "" Heinernann English Language Teaching. This sheet may be photocopied and used WIthin the dass

Teacher's NotesII'm different now WorksheetACTIVITYPairwork: writing, speakingAIMTo talk about yourself as a child and to compare the waythings were with the way things are now.GRAMMAR AND FUNCTIONSUsed to + infinitive to talk about past habits, routines andstates which are now finishedVOCABULARYPersonal informationPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 to 30 minutesPROCEDURE1 Give one copy of the worksheet to each student in theclass.2 Ask each student to choose an age between 5 and 10 andto write it in the space provided on their worksheet.3 Now ask them to write answers to the questions on theirworksheet from the point of view of themselves as a childof the age they have chosen. They should write theiranswers in the spaces provided under the heading 'Me asa child aged _~'. At this stage you may need to remind students of the difference between like! look like and be like. 4 When they have done that, ask them to write answers tothe same questions, but from the point of view of ­themselves as they are now. l11ey should wlite this in thespaces provided under the heading 'Me now'.5 Now ask the students to cross out any infornlation which isthe s~lme in both columns. For example, if they havewritten football in both columns next to 'Whatgames/play?' they should cross it out.6 For the next part of the activity, ask the students to work inpairs.7 They should take it in turns to ask and answer questionsabout the way things used to be when they were a childand the way things are now by referring to the rest of theinfornution on their worksheets.For example:Student A: Wlw games did youl/se to play? Student B: I used to play with dolls :It home ami 1 used to play fll11ning games in the playground .1t SdlOOl. Student B: What hobbies did you use to lJave? Student A: 1used to go l1orse-riding but now I'm too bl/!>J'. U' a student has crossed out the information, they should answer 'TIle same as now'. In a class where the students come from a variety of different cultures! they may have to explain some of their answers to their partner, for example, games or television programmes which are specific to their own countries. S W1len they have finished, ask each student to write a fewsentences about the way things used to be for their partneras a child, and the ways in which they are different now.For example:Julio used to have long blond hair but he d1d11 '( use tohave :1 moustache.Reward Intermediate Resource Pack. © Susan Kay, 1995 PublIShed by Heinemann Engl;s'1 Language Teaching

Reward Intermediate• LWhen in RomeResource PackWhile he was working inSan Francisco, Mr Scotti received an invitation to visit relatives in his native Italy. ~ i ...............................~:-::.:As he set off on hisjourney he was feeling excited and was already looking forward to some home cooking. As soon as he had a day off, he went to the travel agent's and arranged a flight for the following week.When the plane landed for one hour in New York to refuel, Mr Scotti thought they were in Italy and he got out.Nobody was there tomeet him so he asked apolice officer, in Italian,for directions to thenearest bus-station.The police officer wasfrom Naples so heanswered fluently inthe same language.As Mr Scotti was queuing R-;i,.;;;;:;j!jlI.fI'i',for a bus he lookedaround and noticed howsad it was that Romewas as modern as anyAmerican city now. Also,the place was full ofAmerican tourists!, "~""""" ............. ." .. _.. " .,..... " .......... After travelling aroundthe city for several hours,he asked another policeofficer for directionsand was amazed tofind that she didn'tunderstand Italian.When the police officertold him he was in NewYork, Mr Scotti didn'tbelieve her.The police officeroffered to take him backto the airport, and assoon as they set offin the police car, she putthe siren on and starteddriving very fast.'There', said Mr Scotti,'now I know I'm in Italybecause that's how theydrive.'~ _. , .,. ".,"',., .... "., ' , . , .... _,. " .. ,'"' ,. .... ................ ." .... "... ,.......... ........, , l ....,.. ,... , ' . . . ... "., ............,.......".....,. © Susan Kay. 1995. Published by t-ielnemann English Language leaching. This sheet may be photocopied and used within the ,lass.

Teacher.s NotesIWhen in Rome worksheet.ACTIVITYGroupwork: speaking, reading, writingAIMTo put a story in the correct order by saying and listening to sentences. To write the story down in a group dictation. GRAMMAR AND FUNCTIONSTelling a story: wIlen, as soon as, as, whileWllt'n and as soon as + pa'St simple for actions which happenone after the otherW'hell, as and while +past continuous for longer actionsVOCABULARYA journeyPREPARATIONMake one copy of the worksheet for each group of 14students. Cut out the sentences (or parts of sentences) asindicated.Make one copy of the complete story on an overheadprojector transparency (or one copy between three students ifoverhead projector facilities are not available).TIME45 minutesPROCEDURE1 Tell the students that they are going to read a story aboutMr Scotti, an Italian living in America, but that the story isin 14 parts which aren't in order. They will have to put thesentences of the story in the correct order.2 Divide the students into groups of 14 and give each group aset of cut-up sentences (or parts of sentences) , shuffledinto random order. If the number of students in the class isnot an exact multiple of 14, give one part of the story to apair of students.3 In their groups, each student takes one part of the story. If you have fewer than 14 students in the class or group, distribute the parts yourself and give some students two consecutive parts of the story. If you have students of mixed abilities, give shorter sentences to less confident students. 4 Tell the students that they are responsible for their own sentence for the rest of the activity. 5 Ask the students to read their own sentence and make surethey understand it.6 Ask the students to practise saying their own sentence aloud and to memorise it. Go round helping dlem individually with pronunciation problems. 7 When the students have memorised their own sentence,tell them to stand up in their groups and to form a line inthe order of the story by saying their sentences aloud. Thisstage of the activity may seem rather chaotic at first, but trynot to intervene as one of the aims of this activity is for dlestudents to repeat their sentence seveml times and listen tothe other students' sentences carefully.8 When the story is in the correct order, ask the students tosit down in their groups and get ready to write the story.9 Explain that etch student is going to write the whole story.Each student dictates their own sentence to the rest of thegroup and answers questions about the spelling andpunctuation of their sentence.10 Ask the student with the first line to read it out for the restof the group to write down. The students then take it inturns to read out their sentences in order for the rest of thegroup to write them down.11 When everybody has written down the complete story,give out copies of the complete worksheet (or display it onthe overhead projector) so that the students can correcttheir own work.Reward Intermediate Resource Pack. @ Susan Kay. 1995. Publi5ned by Heinemann fnglish Language Teach,ng

•Your secret is out!1 .....,8' .......0 ...... 0. 0.2 3Reward IntermediateResource Pack---, who likes _~_--~.--,who hates ~..who's got __..who looks likewho enjoys_.who playswho's wearingwho neverwho was bornII I II I I I ,I I I , I ,I I I I I I I I I I I I I II I I I I II I II I I 1 I I I I I I I ,I II, I I I I III II II ,I I I , I I I II,II didn't use to_.feelswould like to is good atoften I I I I I I,, I smgsI ,I I I I I I II I I I I ,II I is going tolast night.every day...~~-,who liveswho's working _ ..who hadwho's _~.. . ,who doesn't likeI,, has neverI I I I I I I I I I I I I , II ,I I ,I II,I I I I ,I I II,,I I I I I I I I II I I I I neverlikes listening toused toonce a week. © Susan Kay, 1995. PublIShed by HeInemann Enghsh language Teaching. ThIS sheet may be photocoPleo and used wIthin the class.

Teacher's NotesYour secret is out/ worksheet.ACTIVITYWhole class: writing, speakingAI MTo write imaginary infommtion about people by completingunfinished sentences.GRAMMAR AND FUNCTIONSNon-defining relative clauses with who for giving additionalinfonnation about peopleVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 minutesPROCEDURE1 If there are more than 14 students in the class, divide theminto groups.2 Give one copy of the worksheet to each student in the class. 3 Ask each student to write down the names of everybody inthe class or group, in random order, in column 1 of theirworksheet. If there are fewer than 14 students in the class,they should write some names twice.4 \X7hen they have done that, ask them to fold their piece ofpaper as indicated so that columns 1 and 3 are hidden andonly column 2 is visible. They should give it to the studenton their left.5 Ask the students to complete the first relative clause in column 2 in any way they like. For example: ... who likes sleeping .,. who likes cllOcolate Encourage the students to be as imaginative or as amusingas they like.6 When they have done that, ask them to give the paper tothe student on their left. You may need to give the studentsa 3D-second time limit for completing each clause in orderto avoid some students finishing before others.7 Now ask the students to complete the next clause in column 2 on the piece of paper they have received and then give it to the student on their left. S Repeat the activity until all the clauses in column 2 have been completed. 9 Now ask the students to tum their piece of paper over sothat only column 3 is visible. 111ey should complete thefirst verb phrase in column 3 in any way they like.For example:... didn't lise to speak English. didn't use to have II mOllstache ... didn't use to be frightened offlying 10 When they have done that, ask them to give the paper tothe student on their left and continue as before until all thephrases have been completed.11 Tell the students to open out the completed worksheetthey have received and to read the sentences on theirpiece of paper.12 If there are any words or phrases that the students do notunderstand or think are incorrect, tell them to find thestudent who wrote them and ask them to explain orcorrect the word or phrase.13 Ask e'dch student to read out any sentences which are tnleor particularly amUSing.14 Display the sentences on the wall around the cL1ssroom sothat the snldents can read them.Reward Intermediate ~esource Pack. Ii:> Susan Kay, 1995. Published by Heinemann Eng["h language Teaching.

Reward Intermediate• lOne ofthose daysResource Packsoup cold 1(.J;tYtil'h' wrongchange."",'.. "...... .... ,', ..... ".' .............,.,m-ltil Ja • heater in hotelroom notworkingea,jilli­ another bowl SOp more -M,fllii­ repair it....... ,.".,'" .............. ,........... ,. "".... ,',...... ,.,.,',......................,.. ,,,,,,........... ,'" .... ," ...... ' " .... ,...... ,'......... ,..... ~.........", .... ,........... , ..... ,. ,.,......................... ,...... ,.,.,....;ii,WAtlin.bought abook- pagesmissingturn it downMJH'iJ'­turn it upanother one.,UNtrlWi ordered coffeenot teathis room toosmallbought apullover - holein it: :Mg,ji'iS­ a cup of coffeeii,WYtim,i, ................ , •.......... , .................... , ..................",..!.bought a pairof trousers ­shrunki ea.QiJi­ a bigger one Mji(,fiiJi_ a new one.............. , ........ , ..... , ... ,..... " .......................... -;............. , ....... , ......... , .................................. , .........IM;fY fd Wiroomtoo smoky.,';i'tilHl'taxi driverdriving too fast, :money back Mwt'iii­ open a window.............. ,........................................................ ,....... "" ... ,.,..... "" .... , ......Q Susan Kay, 1995, Published by Heinemann English language Teaching, This sheet may be photocopied and used within the class.slowdown

Teacher's NotesLOne oftlwse days worksheet.ACTIVITY\'V'hole class: speakingMill drill (For detailed instructions and advice on using milldrills, see the notes for teachers at the beginning of theResource Pack.)AIMTo speak to as many partners as possible, malting complaints,apologising and malting requests,GRAMMAR AND FUNCTIONSComplaining: I'm sony.,. I'm afraid. ,.ApologisingResponding to apologiesMalting requestsVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of up to 12students, Cut the worksheet up into cards as indicated so thatthe students have one card each. You will need to keep onecard for yourself to demonstrate the activity,TIMEI

Progress checkIDominoesReward IntermediateResource PackC Susan Kay, 1995. Published by Heinemann English language Teaching. This sheet may be photocopied and used wIthin the class.

Teacher's NotesIDominoes Worksheet Progress checkACTIVITYGroupwork: speakingAIMTo playa game of dominoes matching adjectives and their'strong' equivalents and homophones.GRAMMAR AND FUNCTIONSAdjectivesVOCABULARYAdjectives which have a similar but stronger meaning:angry - furious, cold - freezingWords with the same sound but a different spelling andmeaning: beech - beadJ, througJl - tl1rewPREPARATIONMake one copy of the worksheet for every four or fivestudents in the class and cut out all the cards as indicated. Youmay wish to photocopy the worksheet and stick it onto card.TIME20 to 30 minutesPROCEDURE1 Explain to the students that they are going to playa gameof dominoes matching adjectives and their strongequivalents, for example angIy - furiotls, and homophones,for example, through - threw, and that the object of thegame is to get rid of all their dominoes.2 Ask the students to work in groups of four or five and giveeach group ofstudents a set ofdominoes. Ask them to dealout five dominoes each and to leave the rest in a pile, facedown.3 Before they start, explain how to play using the instructionsbelow. If you wish, you can photocopy these instructionsand distribute a copy to each group, or display a copy onan overhead projector.4 The students are ready to play the game. 'W'hile they areplaying, go round to each group and check they are playingcorrectly.5 When they have finished a game, they can shuffle and pl1Yanother round.HOW TO PLA.Y THE GAME1 Player A puts down anyone of their dominoes face up. 3 If1I player cannot put down one oftheir dominoes, they2can take a domino from the top of the pile and put it downThe pl1yer on their left must then put down one of theirif they can.dominoes, making sure that one ofthe words on theirdomino matches one of the words on either side of Player 4 The winner is the first plllyer to get tid of all theirA's domino.dominoes.For example:Domino A: threw/angryDomino B: either througil or furiow;Reward Intermediate Resource Pack Q Susan Kay. 1995. Published by Heinemann English language Teaching.

•Round theworld in ten minutesReward IntermediateResource PackDestinationsFirst throwI 2 3 4 s watch a gameof cricket inCalcuttago walking inthe Himalayasvisit the lostcity of Petra inJordanvisit the filmstudios ofHollywoodcross theSahara Deserton a camel2go surfing inHawaiigo skiing inCanadaeat cakes inViennasail across theAtlanticsee thepyramids ofEgypt3see the Sightsin Moscowgo on agondola inVenicego to thecarnival in Riode Janeirosee an opera inSydneyhave tea at theWhite Housein Washington4see thepenguins in theAntarcticswim with thedolphins inFloridago on a safariin Kenyawatch thesunset inThailanddrink Turkishcoffee inIstanbulseat ducks' feetin Hong Kongdance theflamenco inSpaineat sushi inTokyowalk along theGreat Wall ofChinatake photos ofwhales in SouthAfrica© Susan Kay, '995 Published by Heinemann English Language Teaching, This sheet may be photocopied and used within the class,

Teacher's NotesIRound the world in ten minutes workSheets. and.NOTE: Use Worksheet 11 a and 11 b for this activity.ACTIVITYPairwork and groupwork: speaking, writingAIMTo talk about things you've done and things you haven't doneyet by playing a board game.GRAMMAR AND FUNCTIONSPresent perfect simple: already, yet, stillVOCABULARYLeisure activitiesCountriesPREPARATIONM.1.ke two copies of Worksheet Ila (destinations) for eachgroup of 4 or 6 students in the class. Leave one intact, and cutthe other into destinations cards for each group. Make onecopy of Worksheet lIb (map) for each pair of students in theclass. Provide dice for each group of students.TIME35 to 45 minutesPROCEDURE1 Ask the students to work in groups of 4 or 6 and to workwith a partner in their group.2 Give one copy of the destinations sheet, one copy of thedestinations cards, and a dice to each group. Give one copyof the map to each pair of students.3 Explain that the object of the game is to go to as manydestinations as possible in ten minutes.4 Before the students start playing the game, explain how toplay using the instructions on the back of Worksheet lIb.Ifyou wish, you can photocopy these instructions anddistribute a copy to each group, or display a copy on anoverhead projector.S The students are ready to play the game. Start timing theactivity when the first player in each group throws thedice.6 After ten minutes, ask all the students to tum their map anddestinations sheet so that they are face down.7 Give them five minutes to remember and write downa) the places they have crossed off on their map and theactivities they have done there, and b) the places that theyhaven't visited yet. After five minutes, ask them to givethemselves one point for each place and two points foreach activity they have remembered correctly. The winnersare the pair of students with the highest score.8 The students can now continue playing the game until thefirst pair of students has crossed off all the places ontheir map.Reward Intermediate Resource Pack. C Susan Kay, 1995. Published by Heinemann English language Teaching.

•Round theworld in ten minutesMapReward IntermediateResource Pack\ © Susan Kay, 1995, Published by He'nemarm English Language Teaching, ih.s sheet may be photocopied and used wilh'n the dass,

Teacher's NotesIRound the world in ten minutes worksheets. and.NOTE: Use Worksheet 11 a and 11 b for this activity.HOW TO PLAY THE GAME1 Work with a partner in your group. Each pair has one map, 5 Pairs of players throw the dice once each to find their nextand each group has one destinations sheet, one set ofdestination. The first munber they throw refers to the linedestinations cards, and one dice.of numbers across the top ofthe destinations sheet and thesecond number refers to the line of munbers down the2 Each pair takes six destinations cards. These are the placesside. For example, lithe players throw a 2 and then a 4,you have already been to and you should cross them off onthey land on 'swim with the dolphins in Florida'. Theyyour map.should then cross off Florida on their map to show that3 Put the destinations sheet in the middle of the table and they have been there and done the activity.throw the dice.6 Hplayers land on a place they have already been to and4 The pair of players who throw the highest number start crossed out on their map, they miss their turn. They alsothe game.miss a turn ifone of them throws a six.7 The game continues for ten minutes. Then everyone muststop playing and listen to the teacher's instmctions.Reward Intermediate Resource Pack. C Susan Kay. 1995. Published by Heinemann English language Teaching.

Reward Intermediate• ;How long. .. ?Resource Pack.......... ,., .... ", ............... " ... ,.",..... , .................. , .... "" ....... ., ........................ , ........ ,.......... , ........... , ... ", ........... , .......... ,',.,." ........................., ...... " .... ," Who's been learning English the longest? Find out. Who's beenplaying theirfavourite sport'-""-'"'5-~w.the longest?Find out.@,o',.,............. ~ ........................................... ........................... .................... ............ • ............................................................. .................. • •••••••••••• » •••••"'...............Who's known theiroldest friend thelongest?Find out .Who's had their petthe longest?Find out............. , ...... ",...................... , ...................,....................... " ................... '.' ••• n ................................... , ...................................... H ...... ' •••••••• " ...... " •••• " •• ,. ....... . Who's been doingtheir hobby thelongest?Find out.Who's been goingto the samehairdresserthe longest?Find out .Who's been living in ;§§jthe same place thelongest?find out... ............... ,. ............. ~.... ..... ",'....... ,.... " .. ,. ­ ................................... ,........,.... .."....................... ,.......:Who's been wearingthe same watch thelongest?find out.Who's been drivingthe same car orriding the samebicycle or motorbike the longest?Find out.Who's had the same bad habit the longest? Find out. Who's known youthe longest in thegroup?Find out."" .... , ...,. " ........ , ............ ',.............~,............ ,.... ,..........,.... ... .... .................... '......................... ~======~~==~~~Who's had the samepartner(girllboyfriend. ~wifelhusband etc)the longest?Find out.© Susan Kay, 1995. Publ'shed by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesiHow long. .. ? worksheet.ACTIVITYWhole class: speakingAIMTo find Ollt how long people have been doing things by askingand answering questions.GRAMMAR AND FUNCTIONSPresent perfect continuous for asking and saying how longVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of up to 12students. Cut the cards out as indicated.TIME1

• Successstory Reward IntermediateResource PackIT IS NOW THE YEAR 2014!You're rich and successful!careen Magazine want to include you in their 'success stories' section. Please fill in the details below. PROFESSIONJobHow long?HG1EType of house -Where?How long?FAMILY LIFESingle. Married/divorced/living with a partner. How long?Children?Girls ~.Name (s)BoysName(s)VEHICLEVehicles you ownHow long?TRAVELWhat are the most interesting places you've been to?ACHIEVEMENTSWhat are you proud of?TODAYHas success changed you?How?!I\:) Susan Kay, 1995. Pubhshed by Heinemann English Language feachlng. ThiS sheet may be photocopied and used Within the class'I

, Teacher's NotesISuccess story worksheets. and •NOTE: Use Worksheets 13a and 13b for this activity.ACTIVITYPairwork: writing, speakingAIMTo interview a partner about their fictitious life and tocomplete a newspaper article based on the informationobtained.GRAMMAR AND FUNCTIONSPresent perfect simple and present perfect continuous:for and sinceQuestions: How long ... ?VOCABULARYlife historyPREPARATIONMake one copy of Worksheets 13a and 13b for each student inthe class.TIME45 minutesPROCEDURE1 Before you start this activity, it is very important to tell thestudents that it is now the year 2014. Write today's datewith the year 2014 on the board. Invent some news itemsto create a futuristic atmosphere:For example:The Prime Minister ofAustralia, Kylie Minogue, has justreturned from a successful tour ofMars, jupiter andVenus.A member ofthe former British Royal Family has beenfound in possession ofa packet ofcigarettes. Sllecould be facing a prison sentence ofup to Jiveyears.Work has begun on rebuilding the American state ofCalifornia after it was destroyed in a majorearthquake last ye-Jr.2 Now tell the students that they have all become rich andsuccessful and 'Career magaZine' want to write an articleabout them.3 Give each student a copy of Worksheet 13a and tell themthat they are going to interview one another about theirlives. It is a good idea to give the students some time toprepare their answers to the questions. Tell them that theycan write notes if necessary.4 Ask the students to work in pairs and take it in turns to bethe interviewer. They should write the imaginary detailsabout their partner on the interview sheet. If necessaryelidt the questions they will need to ask for this part of theactivity.5 When they have finished interviewing one another, giveone copy of Worksheet 13b, the unfinished newspaperarticle, to each student in the class. Ask them to completethe article, using the information they have found out abouttheir partner.6 Display the finished newspaper articles so that the studentscan compare fictitious identities.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English language Teach,ng.

-Reward IntermediateResource PackCareers Magazine--2014Read our success storyfor today~class___________________ has been working as a__________________fo1' ___________She/He is single. She/He has been married/divorced/living with her/his______ children,________girl(s) called __________The most interesting places she/he has been to are _________

• l!i0mparisonsReward IntermediateResource Pack., •..::.:.. , ......................: .......................................: ..................H •••.••.•••• , •.••••• :'........................................, ••••••••••.•, ••••••••••••..••••••••• ~ ........ ~.,.U..............................animal....·=A i·~ .. :.0===; ............................... .animal leisure activity famous pefson town Of city job....................................;...........,...........................;......................................j........................................;."" "=====:':';'F=====:':';,­animalB,:··.··====;.:.:..:,r::;;:=I .•famous person town or city job object·r==~ ;.===c=~r===.:.::; ............................................... ~....__... :.-:1town or city job objectIr=:iil ,:.:====""."" ..."" ...;.:.:..:, .....;......................................!....................................·ijobobject' ............... ,', .. ".,"r1l1imal leisure activi ty famous person tmvn or city job object\" ............. " ........ ,"'"""0, •• 1 ••• , ••••• ,,., ............ , •••••••••••• : "" ••••••••••••• ", ....... " •••••• ,.,t.... ", ....... " ............. , ...... " .•• , •••• , ............., ........ , ........'•••.•.•• © Susan Kay, 1995. Published by Heinemann English IJJnguage Teaching. This sheet may be onotocopied and used within the class

Teacher's Notes[Comparisons worksheet.ACTIVITYGroupwork: speakingAIMTo make comparisons using cards.GRAMMAR AND FUNCTIONSMaking comparisons:comparative adjective + thanmore/less + comparative adjective + thanmore + countable/uncountable noun + thanfewer + countable noun + thanless + uncountable noun +thanas much + uncountable noun + asas + adjective + asVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of threestudents. Cut them out into three sections A, B and C. Cuteach section into cards as indicated.TIME15 to 20 minutesPROCEDURE1 Ask the students to work in groups of three, Student A, Band C, and give one set of A cards to each Student A, oneset of B cards to each Student B and one set of C cards toeach Student C.2 Ask the students to write one word belonging to thecategory on the card on the back of each card, forexample, animal: lion, leisure activity: reading.3 When they have done that, groups of three should shuffletheir cards together and then spread them out on the tablewith the category headings face up and the words theyhave written on the back, face down.4 In their groups, students now take it in turns to tum overtwo cards of the same category and to make a comparisonbetween the two words they have turned over.For example, ifthe two words are lion and flug:A lion is bigger than afrog. A lion is more dangerous than a frog. A frog can swim better than a lion. A frog is not as beautiful as a lion. Ifa student turns over two identical words, they should make asuperlative sentence.For exanlple, ifthe two words are lion:The lion is one ofthe mOSf beautiful animals in Africa.S When a student has finished their sentence, they can pickup the two cards and keep them.6 Ifa student cannot think of a sentence they miss a tum. If astudent makes a sentence which is grammatically incorrector which does not make sense, the rest of the group canchallenge it. Ifthe student can explain the sentence to thesatisfaction of the rest of the group, the student can keepthe cards. Ifnot, they should tum them over and leavethem on the table.7 Continue the activity until all the cards have been used.The student who has collected the most cards by the endof the activity is the winner.OPTION (1)Procedure points 1 and 2 as above.3 Groups of three shuffle all their cards together and put onecard from each category in the middle of the table with thewords written in face up.4 Each student in the group takes five cards and theremaining cards are put in a pile on the table with thecategory headings face up.S Students take it in turns to make a comparison USing one ofthe cards in their hand and one of the cards on the table. Ifthe rest of the group accepts the sentence, the studentputs the card from their hand on top of the word they havejust used on the table so that a new word is now face up.6 Ifa student cannot make a sentence using one of the cardsin their hand, they should take a card from the top of thepile and make a sentence ifpossible. Ifthey cannot make asentence, they must keep the card.7 The winner is the first student to get rid of all the cardsfrom their hand.OPTION (2)Procedure points 1 and 2 as above.3 Ask the students to put their words into six piles accordingto the categories.4 Choose a category. The students have to arrange the wordsthey have written in that category in order according tocertain criteria.For example:Animal: flum most to least druJgerollsLeisure activity: from most to least expensiveReward Intermediate Re,ource Pack. © Susan Kay, 1995. Published by Heinemann Eng/i'h language Teaching.

• IShopping spreeGame boardReward IntermediateResource Pack• •• •© Susan Kay, 1995. Published by Heinemann Engiish language Teaching. lhlS sheet may be photocopied and used within the class.

Teacher's NotesIShopping spree workSheets. and •NOTE: Use Worksheets 15a and 15b for this activity.ACTIVITYGroupwork: speakingAIMTo playa board game by using adjectives in the correct orderwhen describing objects.GRAMMAR AND FUNCTIONSOrder of adjectivesVOCABULARYAdjectives for describing opinion, size, age, shape, colour,origin, material and purposePREPARATIONMake one copy of Worksheet 15a (game board) for eVel)' threeto four students in the class. Enlarge this to A3 size ifpossible.Make two copies ofWorksheet ISb (cards) for every three tofour smdents in the class and cut them into cards as indicated.Provide cOtmters and dice for each group.TIME30 minutesPROCEDURE1 Ask the students to work in groups of three or four.2 Give one game board, two sets of cards (mixed up),counters and dice to each group.3 Before the students start p11ying the game, explain how toplay using the instmctions on the back of Worksheet ISb.Ifyou Wish, you can photocopy these instmctions anddistribute a copy to each group, or display a copy on anoverhead projector.4 Demonstrate llSing an example from the game. Forexample, if they land on pulloverand they have thefollowing words ill their hand: lovely, nice, white, leather,Italian and with flowers all it, they can put down lovely,white, Italian and with flowers 01] it, or nice, white, Italianand with flowers all it. They can't use leather because apullover is made of wool, and they can't use lovely and lIicetogether.5 The students are ready to play the game. While they areplaying, go round to each group and check they are playingcorrectly. Al1~wer questions ~md offer help.6 When the first student reaches the end of the game or thefirst group has lIsed up all their cards, ask all the groups tostop playing.Reward Intermediate Resource Pack © Susan Kay. 1995. Published by Heinemann English language Teaching.

Reward Intermediate• IShopping spreeResource PackCardsI/:J Susan Kay, 1995. Published by Heineman', English Language Teachmg. This sheet may be photocooied and used within the class

Teacher's NotesIShopping spree workSheets. and •NOTE: Use Worksheets 15a and 15b for this activity.HOW TO PLAY THE GAME1 Put the game board in the middle of the table and give six 7 Ifa player lands on a square marked SWAP, they cancards to each player. Place the remaining cards face down exchange any of the cards in their hand by putting them atin the space provided on the game board.the bottom of the pile in the middle of the game board and2 All the players put their cOlmters on the square markedtaking the same number from the top of the pile.START and throw the dice. The first player to throw a six S If a player lands on a square marked GIVE YOURSELF Astarts the game.PRESENT, they can invent an object and describe it usingas many of their adjectives as they like and then continue3 Player A throws the dice and moves their counter alongas in point 5 and 6 above.the- board according to the number on the dice.4 Player A then reads the word on the square they havelanded on and puts down as many of their adjectives asthey can to describe the word, making sure they are in thecorrect order.5 Ifa group thinks that an adjective is in the wrong positionor that an adjective is not appropriate, they can reject it.6 When a player has used their adjectives to the satisfactionof the other players, they keep the cards they have used ina pile next to them and then pick up the same number ofnew cards from the pile in the middle of the game board.9 The game continues until the first player reaches thesquare marked FINISH or all the cards have been used up.The winner is the player with the most cards in their pile.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by H"'~"ma~n EnglISh Language Teach,ng.

Progress checkI Stop pressReward IntermediateResource PackA STOP PRESS • STOP PRESS • STOP PRESS • STOP PRESS • STOP PRESSEight-year-old Olivier Noel hasfound a1) ----------­_____________ inhis garden. The Noel family havebeen living in a small village nearLyon, France, since they movedout of the city centre because itwas too polluted. They now livenear the nuclear power stationwhere Olivier's parents work.A British motorist on a German..t'\. motorway has been chargedwith 5) ---------­after he took his hands off thesteering wheel and crashed. Incourt, Mr Cantwell explained, 'Iwanted to know if God exists, so Itook my hands off the steeringwheel and asked Him to drive.'LAST NIGHT, burglars broke into 3) _______________----___________in the centre of Manchester and gotaway with everything on display in the shop window. The owners of theshop believe that the burglars will be surprised when they find out that theyhave stolen more than fifty left shoes.In NorthCarolina, USA,the police and firedepartment havebeen trying tomove a7) _____from the main highway. It fellasleep on the highway earliertoday in the afternoon sun and hascaused long traffic jams in thisevening's rush-hour. It has alsoattracted a large crowd of curiousonlookers.NORMA Mclean has justbecome 9) -------­Norma, 78 and a grandmother ofeight, bungee-jumped 140 feetabove the Nanaimo River inVancouver after removing her falseteeth. She hasbeen bungeejumpingsinceher seventiethbirthday whenshe got her firstjump as apresent.B STOP PRESS • STOP PRESS • STOP PRESS • STOP PRESS • STOP PRESSEight-year-old Olivier Noel hasfound a five-legged pink frogin his garden. The Noel familyhave been living in a small villagenear Lyon, France, since theymoved out of the city centrebecause it was too polluted. Theynow live near 2) --------­where Olivier's parents work.A British motorist on a German..t'\. motorway has been chargedwith dangerous driving after hetook his hands off the steeringwheel and crashed. In court, MrCantwell explained, 'I wanted toknowif6) __________________________ so I took myhands off the steering wheel andasked Him to drive.'LAST NIGHT, burglars broke into one of the largest shoe shops in the centreof Manchester and got away with everything on display in the shopwindow. The owners of the shop believe that the burglars will be surprisedwhen they find out that they have stolen 4) ---­___________In NorthCarolina, USA,the police and firedepartment havebeen trying tomove a threemeter alligatorfrom the main highway. It fellasleep on the highway earlier todayin the afternoon sun and has caused8)----------­---------____ inthis evening's rush-hour. It has alsoattracted a large crowd of curiousonlookers.NORMA Mclean has justbecome the oldest bungee-jumperin the world. Norma, 78 and agrandmother of eight, bungeejumped140 feet above theNanaimo River in Vancouver afterremoving her false teeth. She hasbeen bungeejumpingsince10)---­when she got herfirst jump as apresent.© Susan Kay. 1995 Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's Notes[Stop press Worksheet Progress checkACTIVITYPairwork: reading, speakingAIMTo ask questions to obtain information in order to completenewspaper articles.GRAMMAR AND FUNCTIONSPresent penect simple and present penect continuollsFor to talk about the lengt~ of timeSince to say when the action or event beganQuestionsVOCABULARYNewsPREPARATIONMake one copy of the worksheet for each pair ofstudents inthe class and cut it in half as indicated.TIME40 minutesPROCEDURE1 Tell the students that they are going to read some shortnewspaper articles but that there is some infonnationmissing from the text that you are going to give them.2 Divide the class into Group A and Group B. Give one copyofA to each student in Group A, and one copy of B to eachsmdent in Group B.3 Ask the students to work with a partner from the samegroup for the first part of the activity. On a piece of paper,they should all write the questions they need to ask toobtain the information missing from their text, numberingtheir questions as on their worksheet.For example:On the worksheet:Eight-year-old Olivier Noel has found a 1) ............. .in Ius g.udell.The students write:1) W'hat has Olivier found in his garden?On the worksheet:They now live near 2) .............. where Olivier'Sp.uent.s work.TIle students write:2) What do they live near? or W'here do they live?or 'W'here do Olivier's parents work?'While the students are doing this, be on hand to answerquestions and offer help.4 When the students have finished writing questions, askthem to work with a partner from the other group. StudentA and Student B should now sit facing one another and takeit in mms to ask and answer questions in numerical orderto find out the infonnation missing from their own text.They should write the information in the blanks on theirworksheet. The blanks are numbered to help the studentsremember whose tum it is to ask a question.S When they have finished exchanging infomlation, the pairsof students compare texts, which should be identical.Reward Intermediate Resource Pack © Susan Kay. 1995. Published by Heinemann English Language Teaching.

• IStylE trial Reward IntermediateResource PackD What kind of clothesdo you like?II What clothes do youfind most attractiveon a man?--_....._---------_._---­fJWhat do you wear towork/school! college?Is there a hairstyle youwould never have?II What clothes wouldnot be appropriate atwork/school! college?EI What is the best fashionadvice you've beengiven?----_....._- . ----------­II What do you wearto dress up?m What are your favouriteshops or clothes'designers?II What clothes do youfind most attractiveon a woman?1m Describe your favouriteitem of clothing.© Susan Kay. 1995. Published by Heinemann EnglISh Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesI Style trial worksheet.ACTIVITYPairwork: speaking, writingQuestionnaireAIMTo ask and answer questions about your style of dress.GRAMMAR AND FUNCTIONSTalking about styleVOCABULARYClothes and style of dressPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 to 30 minutesPROCEDURE1 Ask the students to work in pairs and give one copy of thework~heet to each student in the class.2 Tell them that they are going to interview one anotherusing the questions on the worksheet, but that they havegot a few moments to think about their own answers first.3 When they are ready, ask them to interview one anotherand to make notes of their partner's answers to thequestions. They should not write their partner's name onthe questionnaire.4 When the students have finished interviewing one anotherin pairs, take the completed questionnaires in and mixthem up.S Now give one completed worksheet to each student in theclass so that they have a questionnaire which is neithertheir own nor the one they completed for their partner.6 Ask them to read the answers on this questionnaire andguess who it belongs to. As they read they should correctany mistakes they find.7 Check whether they guessed correctly.OPTIONAfter procedure point 3, simply ask the students to report backto the class on anything surprising they have found out abouttheir partner during the activity.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

• IPredict yourfutureReward IntermediateResource Pack~~~~~~0)I'm sure I probably I mightIn the next five years... I will will"=move housetravel to a different continent........... " ..Before your next birthday..."=get fittertake an examQ)I mightI'm sureQ). I probably I might"=In the next ten years..• I will willhave childrenlearn a new skillIn the next six months.•.throw a partypaint a picture.. - " ....... - ........ - ...I probablywillI mightI'm sureQ)I probably I might"=This week..• I will willgive somebody flowersgo to the theatreI'm sure I probably I mightToday... Q) I will willwork hardwrite a letter~Q)I'm sure I probably I might,In your life••. I will will~become famousteach somebody your language......... - ........... ............. q .... , .""..............I'm sure I probably I mightThis year...Q)I will will~travel by airmake a speech,....................Q)I'm sure I probably I mightThis month..• I will will~go on holidaywin a lotteryQ)I'm sure I probably I mightIn the next few days ... I will will~go to a restaurantmake new friendsBefore you die...live in a foreign countrywrite a bookr probablywillQ)I'm sure I probably I mightTomorrow..• I will willget up earlyfeel illI probablywon'tI definitelywon't..... '"'''' ...... ,.I probably I definitelywon't won'tI probablywon't...................... " ..I probablywon'tI probablywon'tI probablywon'tI probablywon'tI probablywon'tI probablywon'tI probablywon'tI definitelywon'tI definitelywon'tI definitelywon'tI definitelywon'tI definitelywon't• I definitelywon'tI definitelywon'tr definitelywon'tI definitelywon'tI© Susan Kay. 1995. Published by Heinemann EnglISh language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesIPredict yourfuture WOrkSheet.ACTIVITY\Vhole class: speaking, writingAIMTo ask and answer questions about the future and to write agroup poster.GRAMMAR AND FUNCTIONSMaking predictions: certainty, probability, possibilitycertain: I'm sure I will, I definitely won'tprobable: I probably mill/ won'tpossible: I mightVOCABULARYEveryday activitiesPREPARATIONMake one copy of the worksheet for each group of up to 12students and cut them into cards as indicated.TIME30 to 40 minutesPROCEDURE1 If there are more than 12 students in the class, divide theminto groups.2 Give one card to each student in the class and tell themthat they are going to ask and answer questions about thefuture. Explain that each student is responsible for findingout the infonnation on their own card hy speaking toeverybody in the class or group.3 Before they start the activity, make sure everybody knowshow to ask the question they need to ask in order to findout the information on their card. Write these headings onthe board:I'm sure I will I probably will I might I probably won't I definitely WOll 't and elicit questions and answers:Student A: Do you think you'll move house in tile 11extfive years?Student B: (choosing one of the possible answers) No, Iprobably won't.Put a tick next to I probably won't.Student B: Do you think you '1/ get fitter before yournext birtllday?Student A: I migllt.Put a tick next to I might.4 Now ask the students to go round the cL1SS or group,asking and answering questions and putting a tick for eachanswer in the relevant column on their card.5 When they have spoken to everybody in the class or group,ask them to work with two or three other students in theirgroup and to write some of the infoflnation they havegathered on a poster, For example:1n ourgroup ...Nobody tllinks they will move hOllse ill the next fiveyears.Only one person thinks tbey will get fitter before tl1eirllext birtllday.Reward Intermeatate Resource Pack. © Su;an Kay, 1995, Published by Heinemann English Language Teaching,

•He looks nicehemust be a teacher! ChartReward IntermediateResource PackHAIRDRESSERNURSEPOLITICIANEDITORFASHION DESIGNERGARDENER,JOURNALISTPOLICE OFFICERTEACHERENGINEERFARMERLAWYERe Susan Kay, 1995, Published by Heinemann EnglISh language Teaching, This sheet may be photocopied and used within the ciass,

Teacher's NotesHe looks nicehemust be a teacherl workSheets. and •NOTE: Use Worksheets 18a and 18b for this activityACTIVITYGroupwork: speakingAIMTo talk about the chal".!cteristics usually associated with peoplein certain jobs and to guess what people do for a living.GRAMMAR AND FUNCTIONSDescribing inlpressions: look + adjectiveDrawing conclusions:certain: must +infinitive, can't +infinitivepossible: might + infinitive, could +infinitiveVOCABULARYJobsAdjectives describing people's characterPREPARATIONMake one copy of Worksheet 18a (chart) for each group ofthree to five students in the class. Make one copy ofWorksheet 18b (people) for each group of three to fivestudents in the class and cut out the pictures of people asindicated. The pictures of people correspond to the jobs theydo on Worksheet 18a, so it is inlportant to shuffle each setbefore giving them to the students so that the pictures are nolonger in the correct order.TIME30 to 40 minutesPROCEDURE1 Ask the class to work in groups of three to five and giveone copy ofthe chart to each group.2 Tell them that they are going to write words whichdescribe the sort ~f person who does each of the jobs onthe chart.Demonstrate an example with the whole class, elicitingideas from them:Hairdresser: sociable, flamboyant, hardworking, nicehair, filshionable clothes, a lot ofmake-up.3 Ask each group to appoint a secretary to do the writing andask them to write in the spaces provided on their chart.4 When they have finished, give each group a set of picturesof people, in random order, and tell them that each ofthese people does one of the jobs on the chart. Theyshould discuss their impressions of the people and, judgingthem by their appearance, guess which person does whichjob. Encourage them to use the target language.For example:She looks kind - she could be the nllrse.Yes, but she's got a 1lice hairstyle, so slle could be tlIel1airdresser.TIns one must be the politician because he looksserious.5 When a group matches a person with a job, they shouldput the picture on top of the description on the chart.\X'hen every group has matched a person with each of thejobs, stop the activity.6 Ask groups to compare their impressions and then tellthem the right answers.FOLLOW-UPDiscuss the dangers of stereotyping.Reward Intermediate Resource Pack © Susan Kay, 1995. Published by 'ieinema~n English language Teaching.

• He looks nicehemust be a teacher! PeopleReward IntermediateResource Pack~-------------------~I'r"".""""' ......""""'""""'""""'""""' .................. ... """"......""""....... !............................................................................... .......................................................~"""" ""'lI~ ..... .~[ .................................................................................................................................................................................................................................... . •. ~.......;;,;;;,;,;.......;;,;;;,;,;.......;;,;;;,;,;;;,;;;,;,.......;;,;;;,;,......."""'iI ......;;,;;;,;, ......;;,;;;,;, ........................................................................ ,.................................................................................. ........................................... . .................................... "..... . .............. ~I"i"""""'~~~~~~;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;===.I: : ~;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;=.................................. ;.. ,.............................................................................:.............................................. "© Susan Kay. 1995. Published by Heinemann English Language Teaching. ThIS sheet may be photocopied and used within the class.

e,OnsaJariGame boardReward IntermediateResource Pack© Susan Kay, 1995. Published by HemefT'ann Englis," Language Teaching. ThIS sheet may be photocopied and used within the class

Teacher's NotesI On safari worksheets. and •NOTE: Use Worksheets 19a and 19b for th is activity.ACTIVITYGroupwork: speakingAIMTo playa board game by obeying rules and obligations.GRAMMAR AND FUNCTIONSTalking about obligation: have toTalking about what people are expected to do because of arule or a tradition: supposed toTalking about prohibition: can't, not allowed toNot supposed to: to suggest a difference between what is notallowed and what may happenVOCABULARYWild animalsPROCEDURE1 Ask the students to work in groups of up to four.2 Give each group one copy of the game board, two sets ofcards (mixed up), dice and counters.3 Before the students start playing the game, explain how toplay using the instructions on the back of Worksheet 19b.Ifyou wish, you can photocopy these instructions anddistribute a copy to each group, or display a copy on anoverhead projector.4 The ~1udents are ready to play the game. While they areplaying, go round to each group and check they are playingcorrectly. Answer questions and offer help.PREPARATIONMake one copy of Worksheet 19a (game board) for each groupof up to four students. Make two copies of Worksheet 19b(cards) for each group and cut them out as indicated. Providedice and counters for each group.TIME30 to 40 minutesReward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English L!!nguage Teaching.

................... ~........~........~.............,•,'-f •...--­ .'I'On sa/an W Reward, ,'Cards",.' ...... , ............ , ........... ,', .. ,., ...You're supposed to use atelephoto lens to get goodclose-ups of the animals.GO BACK TWO SPACES~ L.~~......=...,..=......~ ... ... ~ ......~ ......= ,.= ......~~~ ...... ...You're supposed to take apullover tor cool morningsand evenings.GO BACK ONE SPACE.•.•.'IntermediateResource Pack" ....... " .... ,.......... ,........ ,............... ,,' ............ ,.............. " ..... ,.,........ ,........................... " ....................... " ......... , .. ,',... ,".You're not supposed to takephotographs of the local peoplewithout asking their pennission.ft,~1i~GO BACK TO STARTING POINT You're not allowed to open asafari-bus window to takephotographs.GO BACK THREE SPACESIr"~, ...=.,..,.=,. ,.~ ......~ ......~= .................=,..~ = -- ...........................................................................You have to wear a sun-hat and agood pair of sunglasses.O ~rl/('(I ~! hGO BACK THREE SPACESYou have to wear a good pair ofwalking shoes.GO BACK TWO SPACES, .. " .......... " .. , ........ " ......", ...... ", ..... ,,,, ............................ , ... ,,', ................ ,', ........... ..You're not allowed to feedthe animals.You're not allowed to get out ofthe safari-bus.You have to start your safari veryearly because the animals sleep inthe afternoon.GO BACK THREE SPACES;'" ........ , .......Hunting is banned you're not allowed to buy ivory or animal skins. &~, ~t-"'$:,\ ~.J(.,: :."S>GO BACK TOSTARTING POINT'.'.I. GO BACK TWO SPACES I!~~====~~~~==~ ~.============~==~:,....... ,.......... ,''',.... ,' " .... ,..... ,." .... ,. ..... ~ .... " "" ..... ".,','....... , ..... ',., .... , ...... " ....... " ...... ,",.,... , ..:' ... ,...... , .. " ... ". ..... ,.,." .................. -_." .. ,..... " .. You're supposed to takemalaria tablets.You're supposed to keep yourcamera in a bag because it's verydusty on safari.~""'GO BACK TO STARTING POINT GO BACK THREE SPACES........................ ,", ..... , ..... " ........... ,,, .... ,', ..... ,', ........... ,,.,', .. ,., ..... ,", .. . GO BACK ONE SPACE. i~=~=====.I...... I.!=~===~=;;;;;;.-.i.Ji ..:~::::::::::::::::::::::;;:::~. :: ~..................... mm ......... m.m'I ...... %..............mmm .......ml· ..~.......~ ~ .......~........~ ... ~~

Teacher's Notes!On safari Worksheets • and •NOTE: Use Worksheets 19a and 19b for this activity.HOW TO PLAY THE GAME1 Put the game board in the middle of the table and put thecards in a pile, face down.2 Each player puts their counter on a different squaremarked START and throws the dice.3 TIle first player to throw a six starts the ganle.4 Player A throws the dice and moves their counter alongthe board in a clockwise direction according to thenumber on the dice.Ifa player lands on an aninlal square, they have to pick upa card and move their counter according to the instmctionon it.Ifthey land on a square with writing on it, they have toread it and move their counter according to theinstmction.5 The game continues until the first player reaches the CanlPby throwing exactly the right number on the dice. 'Ole firstplayer to reach the camp is the winner.Reward IntermedIate Resource PaCK. C Susan Kay, 1995. Published by Heinemann English Language Teaching.

"~"""• ICan you do it?Reward IntermediateResource PackFind out how many people ...can wake up on time without an alarm clock. can fall asleep in a chair. can be good-humoured before 9 o'clock in the morning . Find out how many people ••.can spell 'beautiful'.can spell 'deceitful'.- can spell 'laugh'.-------.......................................".............,',.....,",.,", .. ,.,.'....".,." .... ,................Find out how many people ... can name three Australian cities in five seconds.can see three things ~beginning with's' inten seconds.- can see three things made of wood in ten seconds. 1ff- .SYVNEY3S6MILES...."",""'.,..""'."""',.. ..=....!""'".!""', ,= ..!!!!!!'''!!!!!!,,!!!!!! .... ,!!!!!!'''!!!!!!...= ...!!!!!!....=.......,. ...=.......,...., .......,... ...!!!!!!.. !!!!!! "!!!!!! ...!!!!!!, ......,,.. !!!!!!!!!!!!!!!!!!!!!!!!"!!!!!! .•••!!!!!!'Find out how many people ...could walk before they were one year old. could ride a bicycle before they were ten. could swim before they were ten. G="""""""""""'=""' .."", ..."", "= " ..... " """"""",,,"""'''....'''''....",,,...."",.. ""","....,.,....."""""""",'=-" " ..................... ..'''''....";,....~. Find out how many people ... can say 'hello' in four languages. can see the same film twice without getting bored. can read the same novel twice without getting bored . ..............•.,., .....··T···.···· .. ·........" ............., ..... ," ..........- can concentrate on theirhomework with thetelevision on.can type without lookingat their fingers.can write neatly with theirleft hand ...!!!!!!'!!!!!!""!!!!!!'''~.''' ..........,', .... ,', .... " ...• ,.•............." •••• ,',......,',.,...................................,••.••Find out how many people ... can remember what they -­ate for lunch yesterday. can remember what they did on their last birthday. can remember the name of the first teacher they ever had. .. '1''''''' , ............................". ............ ............ .. .........................Find out how many people ...- can eat a lot withoutputting on weight.can work better in theevening than in themorning.can save money." ...." ....",...... .....~-•• , ••• , •••••••••• ". , •• ".,., .• ", ••••• ".. , •••• "., •••••••• ",.""" ••••• • ••• , ••••••••••••••••• n ,_, , .~."•• ,,.,.,, ••••• ,,.,., •••••• , .................. _._ ................................ ,..... , ................,., •••••: Find out how many people...can remember the last present they received. can remember what they were doing at 8 o'clock last night. can remember what they dreamt last night. Find out how many people .. .can name five vegetablesin ten seconds.can name four types ofmusic in five seconds.can name three verbsbeginning with 'r' inten seconds.'... ,........................................... ,..........................,...... ,.............................. ,... "~~ ........~....~,~.........~ ........~~.....~....--~.... ,......~;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;~~;;;;;;;;::// © Sus.;n Kay, 1995, Published by Heinemann English Language Teaching. This sheet may be photocopied and used Within the ciass,

Teacher's NotesICan you do it? worksheet.ACTIVITYGroupwork: speakingAIMTo find out about people's ability by asking and answeringquestions.GRAMMAR AND FUNCTIONSCall to talk about general ability in the presentCould to talk about general ability in the pastVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of up to tenstudents. Cut the cards out as indicated.TIME20 to 30 minutesPROCEDURE1 If there are more than ten students in the class, divide theminto groups. Give one card to each student in the class.2 Tell the students that they are responsible for finding outthe information on their own card by speaking toeverybody in the class or group.3 Now ask the students to go round the class or group,asking and answering questions. Tell them to put a ticknext to a sentence each time somebody answers Yes, I canor Yes, I could or succeeds in doing the task.4 'When they have spoken to everybody in the class or group,they should sit down in their groups and take it in turns totalk about the information they have found outFOLLOW-UPAsk the students to stay in their groups and to write some ofthe information they have gathered on a poster to be displayedin dle classroom.For example:In our group ...Felix can wake lip 011 time without an alann clock, butnobody else can.Half the people in dle group can fall asleep in a cilair,but only two people can be good-humoured before90 'clock in the morning.Reward Intermediate Resource Pack. Ii!! Susan Kay. 1995. Published by Heinemann English language Teaching.

Progress checkI Exchanging contractsReward IntermediateResource PackCONTRACT FOR STUDENTSClass timesStudents should be in the classroom five minutes before the teacher andthey mustn't leave before the lesson has ended.Students who alTive late should not expect their teacher to believetheir excuses.Behaviour in class Students should be polite to one another and the teacher. Students should stay awake, but if they have to fall asleep, they shouldn't snore. Students are not supposed to chew gum in class, but if it helps their pronunciation, it's okay. Homework Students mustn't use the following excuses if they haven't done their homework: 'The dog ate it' or 'It fell out of my bag.' Presents Students should give their teacher a present at the end of each term. I agree to respect the rules and obligations above.Signed _______________________________________CONTRACT FOR TEACHERS I agree to respect the rules and obligations above. Signed ______________________________________ © Susan Kay, 1995. Published by Heinemann English language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesI Exchanging contracts Worksheet Progress checkACTIVITYGroupwork: reading, speaking, writingAIMTo write an imaginaty contract for teachers.GRAMMAR AND FUNCTIONSModal verbs:should, must for giving advicehave to, must, mustn't for obligationdon't have to for lack' of obligationbe supposed to to talk about what people are expected todo because of a nue or a traditionVOCABULARYSchool rulesPREPARATIONMake one copy of the worksheet for each group of threestudents in the class,PROCEDURE1 Ask the students to caU out any school rules they canthink of.2 Now ask them to work in groups of three. Give one copyof the worksheet to each group of students and ask them ifany of the mles they have thought of are mentioned in the'Contract for Students'.3 Tell the students that they are going to write a 'Contract forTeachers', including the mles and regulations they thinkteachers should follow. Each group should appoint asecretary to do the writing,Encourage the students to be as imaginative or as amusingas they like,-4 Pin the 'Contracts for Teachers' up around the classroomfor the other students to read,TIME20 to 30 minutesReward Intermediate Resource Pack. C Svsan Kay, 1995. Published by Heinemann English Language Teaching

Reward Intermediate• I Film reviewResource PackPICTURE 1 PICTURE 2PICTURE 3PICTURE 4 PICTURE 5 PICTURE 6Title of the film ___________________________Type of film ____________________________The main actors ________________________________VVhatit'sabout _________________________________VVhatyouthoughtofit _________________________________© Susan Kay, 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesI Film review worksheet.ACTIVITYGroupwork: speaking, writingAIMTo write film reviews of imaginary films by looking at pictureswhich could be film posters.GRAMMAR AND FUNCTIONSspace around the picture, any words or expressions whichAdjectives and adverbs: amazing - amazingly, beautifulbeautifully,remarkable - remarkably, extraordinary­they associate with the picture or the type of film theythink it illustrates. Tell them that they have got threeextraordinarily, etc. .minutes to do this.Giving opinions:I thought it was really good. 3 After three minutes, ask the students to give their picture,I found it uninteresting. with the words and expressions written around it, to the-I've never seen such a good Jilm. group of students on their left. Tell them that they have gotIt's well worth seeing. two minutes to read what the other group has written andAs far as I'm concerned, it's the best Jilm I've ever seen. add words and expressions of their own.Emphasising: absolutely, amazingly,extremely, especially,extraordinarily, particularly, reallyVOCABULARYTypes of films, parts of a filmAdjectives to describe a filmPREPARATIONMake one copy of the worksheet and cut off the 'film review' chart at the bottom of the worksheet as indicated. Make one copy of the pictures, cut them out and enlarge each one, if possible. Stick each picture onto a large piece ofA4 or A3 paper. Make one copy of the pictures for each group of three students in the class. Don't cut the pictures out. Make two copies of the 'film review' chart for each group of three students. TIME45 minutesPROCEDURE1 Ask the class to think about the ingredients of a good filmand to call out their ideas.2 Divide the students into six groups and tell them that theyare going to look at some pictures which are postersillustrating films. Give one picture on a blank piece ofpaper to each group and ask them to write, on the blank4 Continue like this until each group has seen each picture.Pin them up around the classroom so that the sUldents canrefer to them if necessary.5 Now ask the students to work in groups of three. Give onecopy of the picUlres and two copies of the 'filtn review'chart to each group of students.6 Ask them to choose two of the pictures and write reviewsof the films they illustrate by inventing details to completethe 'film review' charts. Encourage the students to be asimaginative or amusing as they like.7 When they have finished, ask the students to read out theirreviews without showing the corresponding pictures. Therest of the class should guess which piculre they refer to.FOLLOW-UPEach group chooses one film and writes a plot - the classawards an Oscar for the best one.Reward Intermediate Resource Pack. © Susan Kay, 1995. Published by Heinemann English Language Teaching.

• [Animal instinctReward IntermediateResource Packthe placewhere you livesomething youdowellsomething youdo badlysomething nice you hopeto do in the next few dayssomething you didn't enjoydoing in the last few dayssomething you usuallydo after supperyour favouriteplaceyour belstcharacteristicsc) Susan Kay, 1995. Published by Heinemann English LanguagE< Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesIAnimal instinct worksheet.ACTIVITYPairwork: writing, speakingAIMTo pretend you are an animal and to give personal informationas ifyou were that animal. To guess what animals other peopleare pretending to be.GRAMMAR AND FUNCTIONSPosition of adverbs and adverb phrasesAdverbs of manner: well, badlyAdverb phrases of time: in the last; next few days, after slipperVOCABULARYAnimalsPREPARATIONMake one copy of the worksheet for each student in the class.TIME15 to 20 minutesPROCEDURE1 Tell the students that you are going to talk to them fromthe point of view of an animal and that they should guess,from the information you give them, what the animal is.For example:I live in Asia. I fight well but I swim badly. I hope to kill another animal to eat in the next few days. I didn't enjoy nmning away trom poachers jJl tile last few days. I usually sleep aftersupper. Myfavourite place is in tIle jllngle. I'm beautiful, strOIlg and dangel'olls. (Answer: tiger) 2 Now give a copy of the worksheet to each student in theclass.3 Tell them to imagine that they are an animal and to writeinformation on their worksheet from that animal's point ofview.4 Ask the students to work in pairs and take it in tums to readout their information to their partner. l11ey must guesswhat the animal is.S Tell them to find a new partner and repeat procedurepoint 4.FOLLOW-UP1 Give the students another copy of the worksheet and askthem to fill it in With information about themselves withoutwriting their names.2 When they have done that, take the worksheets in, mixthem up and pin them up around the classroom so that thestudents can read them and guess who wrote them.Reward Intermediate Resource Pack. rI:l Susan Kay, 1995. Published by Heinemann English language Teaching

• Battlefield.or bed ofroses?IBEING IN LOVE ...Reward IntermediateResource Pack.. ... is more like being on a battlefield than in a bed of roses II... is all youneedII11 ... makes yousmile... is better thanhaving all themoney in the world... makes youlose controlII ... means wedding bells II ... quickly changes~\~ II ,,--___---.... to habit~ ... is the strongest ~emotion you will 111·· 1 I... IS pain u ••ever feel 1 ,... is hearts andflowers"•II ... is the chocolate sauce on thevanilla ice-cream 01 li1e ­without it, life is nice but notdeliciousIII ... is like being on a roller­coaster - one minuteyou're high and the nextminute you're very low({ )vlli ll ... is playing a fool'sI ,../'I!I'game~I ,~\~~'.,.' III... distracts you fromthe more importantthings in lifeCYNICAL ROMANTIC REALISTIC (l Susan Kay. 1995. Published by Heinemann English language Teaching. This sheet may be photocopied and uS€d within the class.

Teacher's NotesI Battlefield or bed ofroses? worksheet.ACTIVITYPairwork: speakingAIMTo categorise vocabulaty and to discuss attitudes to being inlove.GRAMMAR AND FUNCTIONSReported speechSaid (that) +clauseVOCABULARYLove and relationshipsPREPARATIONMake one copy ofthe worksheet for each pair of students inthe class.TIME20 to 30 minutesPROCEDURE1 Ask the students to suggest different ways ofcompletingthe sentence 'Being in love ... ' and write some ofthem onthe board. Ask the students to put these definitions into thecategories cynical, romantic or realistic.2 Now ask the students to work in pairs and give one copy ofthe worksheet to each pair.3 Ask them to decide which category the definitions ofbeingin love fall into and then to write the numberscorresponding to the definitions under the relevantheadings.4 When they have done that, they should add two definitionsof their own to each category.5 Ask the students to compare worksheets with another pairof students and notice any differences. They should discussthe way they have categorised the definitions.6 Ask the students to report any differences in opinion to theclass. Encourage them to use the target language,for example:Monica. and Akelli said that 'Being in love makes yousmile' was romantic, but we thOUght it was realistic.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

• ! Who asked me that? Reward IntermediateResource PackWhich day of the week do you prefer?Where do you go to relax?What is your favourite building?Who is the most interestingperson you know?Do you listen to music when youtravel by car?What is the best book you've read?~Who is the first person you fell inlove with?Do you think children watch toomuch television?Can you remember the best teacheryou've had?Do you like watching documentarieson television?What are you doing next weekend?What objects do you always carry with you? Do you have satellite television? What's your favourite colour? What do you eat for breakfast? •Have you got any brothers andWhat do you drink for breakfast?Do you eat your dinner in frontof the television?Do you listen to the radio inthe morning?What are you doing this evening?Have you got any pets?Which month of the year doyou prefer?What is the best film you've seen?Who is your favourite musician?Do you like talking on the phone?How do you keep fit? Which magazines do you usually buy?Do you like watching filmson television?What are you best characteristics?Have you got a good memory? Are you good at cooking? Do you like snow? © Susan Kay, 1995, Published by Heinemann English language Teaching. This sheet may be photocopied and used within the class,

Teacher's Notes[Who asked me that? worksheet.ACTIVITYGroupwork: speaking, writingAIMTo ask and answer questions and then to remember whoasked which questions.GRAMMAR AND FUNCTIONSReported speech: questionsAsked +clauseDirect questions and reported questionswith question words (wllo, what, how, wlUch, wllere);without question wordsVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of up to 12 students in the class. Cut the cards out as indicated. You will also need one blank sheet of paper for each group of three students. TIME30 minutesPROCEDURE1 If there are more than 12 students in the class, divide theminto groups.2 Give one card to each smdent in the class. These are thequestions they have to ask everybody in the class or group.3 Now ask the students to go round the class or group askingand answering questions. Tell them that they should listento people's answers to the questions but that they do nothave to remember them.4 When they have done that, ask them to sit down in theirgroups and to work with two other members of the samegroup for the next part of the activity.5 Ask each group of three to appoint a secretary to do thewriting. Before they start the next part of the activity, theyshould write the names of all the students in their group orclass down the left-hand margin of a piece of blank paper.6 Now tell the smdents that they have got ten minutes towork together and remember which questions were askedby each student in the class or group. They should writethem down using the target language,for example:Ahmed:He asked wllat we were doing tile following weekend.He asked how we kept fit.He asked ifwe l1ad anypets.7 Ask the students to stop writing after ten minutes andcheck their answers. Give one point for each questioncorrectly allocated to a name. The wiImers are the studentswith the highest number of points.Reward Intermediate Resource Pack. © Susan Kay, 1995, Published by Heinemann English language Teachi~g_

• 'Reported speech dominoesReward IntermediateResource Pack15b1a1b2a2b3aShe refusedto..." think it's areally goodidea for you tohave a holiday.'Sheencouraged 'Yes, I agree ­him to... it's a brilliantfilm.'She agreedthat...'I've made mydecision - I'mnot going outtonight.'...................... ~................. ~:3b.::-- 4a 4b Sa Sb 6aHe decided notto...'I will comehome early thisevening,I promise.'She promisedto...'I'm sorry-I've forgottenyour name.'He apologisedand said .•.'Would youlike to come tothe Chinesecircus?'............... ~-...................... ~ 4 :6b 7a 7b 8a 8b 9aHe invited meto.•.'Be careful.She's reallyannoyed.'He warned methat...'Shall I helpyou with yourbagsl'She offeredto...'Don't forgetto put it inyour diary.'...................... ~:: :49b 10a 10b 11a 11b 12aShe remindedme to...'I think youshould go tothe doctor.'He advised meto...'Could youplease sit downand be quiet.'She askedthem to••.'I'm going tolook for a newjob.'...................... ~ -::4;12b 13a 13b 14a 14b 15aShe told methat...'Let's go to thecinema.'He suggestedthat...'Could youphone metonight please?'He asked meto...'No I don'twant to seehim.'© Susan Kay, 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesI Reported speech dominoes WOrkSheet.ACTIVITYGroupwork: writing, speakingAIMTo playa game of dominoes by matching direct and reportedstatements.GRAMMAR AND FUNCTIONSReported speechReporting verbs: encournge, agree, decide, promise, apologise,invite, warn, offer, remind, advise, ask, tell, suggest, refuseVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of threestudents. Provide scissors for each group.TIME35 to 45 minutesPROCEDURE1 Ask the sUldents to work in groups of three.2 Give one copy of the worksheet to each group and askthem to appoint a secretary to do the writing.3 Explain that they are going to playa game of dominoes butthat before they can start, they have to complete thesentences in every other domino. Point out the way thedominoes are arranged and explain that they are numberedon the worksheet to show which sentences are connectedto one another.4 Do the first sentence with the whole class. Ask the studentsto look at domino la:I think it's a really good idea for you to have a holiday.and to then complete the sentence in lb by reportingthe sentence in la:She encournged him to have a holiday.S Now ask the students to work in their groups, completingthe 'b' sentences on their worksheet in this way. Whilethey are doing this, go round to each group and check thattheir sentences are correct. Answer questions and offerhelp.6 When they have finished, and you are satisfied that theirsentences are correct, give each group a pair of scissorsand ask them to cut the dOminoes out as indicated. Makesure that students cut the numbers off the dominoes.7 Each group should shuffle their dominoes and then givethem to another group.S Before they start their game of dominoes, explain how toplay using the instructions below.9 The students are ready to play the game. When they'vefinished one game, they can shuffle and play again.HOW TO PLAY THE GAME1 Players take three dominoes each and leave the rest in a 4 Ifa player cannot put down one of their dominoes, theypile face down.can take a domino from the top of the pile and put it downif they can. Ifthe pile is finished, they miss a tum.2 Player A puts down anyone of their dominoes face up.S The first player to get rid of all their dominoes is the3 The player on their left mllst then put down one of theirwinner.dominoes, making sure that one of the sentences on theirdomino matches one of the sentences on Player A'sdomino.For example:(domino A) I think it's a really good idea for you tohave a holiday.(dOmino B) She encournged him to have a holiday.The players take it in UJrnS to add dominoes in this way.Reward Intermediate Resource Pack. C Susan Kay. 1995. Published by Heinemann English Language ieaching.

Progress checklHexagon race QuestionsMulti-part verbs (M-PV)Referee: ask, 'Which multi-part verb can youuse in this sentence?', read the sentence andthen read the underlined words again.• Our cat has a good relationship with our dog.(gets on with) • She used to be better at English than me but now I amdrawing level with her. (catching up with)• I stopped riding horses when I fell off and broke myleg. (gave up)• The bird left the ground and flew into the sky.(took oft)• I think I'm becoming ill with a sore throat.(going down with)• The dog stole its owner's dinner and carried it away.(ran off with)• He always supports his younger brother if he's introuble. (stands up for)• He's finding it difficult to accept his problems.(face up to) • She decided to take the Cambridge First Certificateexam. (go in for)• While I was away for the weekend, my fridgestopped working and everything in it turned bad. (went oft) Spelling (Sp)Referee: ask, 'How do you spell.. .' and just saythe word.Grammar and functions (G&F)I) Referee: ask, 'What is the adverb from theadjective••.' and read out the adjective.extraordinary (extraordinarily)funny (funnily) happy (happily) clumsy (clumsily) terrible (terribly)pretty (prettily) beautifully (beautifully)emotional (emotionally)2) Referee: say, 'Report what the person said:and read out the direct speech.'I like watching programmes about wildlife on television.'(She/He said she/he liked watching programmesabout wildlife on television.)'I'm staying at home this evening.'(She/He said shelhe was staying at home thatevening.)'I feel really well today. (She/He said she/he felt really well that day.)'I'll send you a postcard next week.'(She/He said she/he would send me a postcard thefollowing week.)'How often do you go to the cinema1' (She/He asked me how often I went to the cinema.)'Who is your teacherl'(She/He asked me who my teacher was.)extraordinary delightful exciting 'Are you tired?'appalling frightening rhinoceros (She/He asked me if! was tired.)jealous whale pigeon'Have you done your homework?'tortoise beautiful satellite(She/He asked me if I had done my homework.)Vocabulary (V)Referee: ask, 'What is the word for.•.' and readout the definition.• the story of a film. (plot)• the type of film which is set in the future and usesspecial effects. (science fiction)• a black and white animal which lives in China.(panda)• an insect with beautiful colourful wings. (butterfly)• the material an elephant's tusk is made of. (ivory)• a safe place for whales. (whale sanctuary)• a person who illegally hunts wild animals. (poacher)• a vegetable which makes you cry. (onion)• a popular newspaper with lots of pictures.(tabloid)• a television or radio comedy series in which the samecharacters appear in different stories each week.(sitcom)'Does your sister look like you?' (She/He asked me if my sister looked like me.)'Okay, I'll help you with your homework tonight.'(She/He agreed to help me with my homeworkthat night.)Would you like to come to Paris next weekend1'(She/He invited me to go to Paris the followingweekend.)'Would you like another piece of cake~'(She/He offered me another piece of cake.)Sounds@Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.Referee: write the word and ask, 'How do yousay itl'puzzled knitting laugh strawberryheart cruel poet tearswrap bear pretty herbscathedral thief leisure

Teacher's NotesIHexagon race Worksheets Progress Cheek. and •NOTE: Use Worksheets Progress check 21-25a and 21-25b for this activity.HOW TO PLAY THE GAME 1 The referee tosses a coin to decide which team starts thegame.2 Team A chooses a hexagon from the top row of the gameboard. This is where their line will begin.3 The referee asks a question from the correspondingcategory and team members have one minute to discussthe answer.4 If they give the correct answer, they can put a mark intheir hexagon.STeam B chooses a hexagon from the vertical row on theleft or the right of the game board and answers a questionfrom the relevant category. If they give the correct answer,they can put a mark in it.6 Teams can now choose any hexagon provided it touchesone side of a hexagon which already has their mark in it.(See example 1 below.)It is a good idea to try to block the other team. (Seeexamples 2 and 3 below to see how you can force theother team to change direction,)7 The first team to get a line of hexagons from top to bottomor from one side to the other is the winner.wrongExample 1Example 2 Example 3Team A wins with a line from one side to the otherTeam B wins with a line from top to bottomReward Intermediate Resource Pack. 0 Susan Kay, 1995 Published by Heinemann English Language Tea

Teacher's Notes! Hexagon race Worksheets Progress cheek. andNOTE: Use Worksheets Progress check 21-25a and 21-25b for this activity.ACTIVITYGroupwork: speakingAIMTo playa game by answering language questions correctly.GRAMMAR AND FUNCTIONSRevision: formation of adverbs, reported speechVOCABULARYRevision: types of filmAnimalsMediaPREPARATIONMake one copy ofWork.,heet 21-25a (game board) andWorksheet 21-21b (questions) for each group of up to 11students in the class.If you are using this Resource Pack to supplement a courseother than Reward Intennediate Student's Book, you will needto prepare revision questions that are relevant for your class.TIME30 minutesPROCEDURE1 Ask the students to work in groups of up to 11 studentsand to divide their groups into two teams and a referee. Ifpossible, the referee should be a student with goodpronundation.2 Give one game board to each group and explain that theobject ofthe game is to get a line of connecting hexagons,either from the top of the board to the bottom or from oneside to the other.A team gets a hexagon by answering a question correctlyand the letters inside the hexagons refer to the category ofquestions they have to answer.3 Give one copy of the question sheet to the referee in eachgroup - they should keep the questions and answershidden.4 Teams dedde what sort of mark they are going to usewhen they win a hexagon (for example, a tick or a cross).5 Before they start playing, explain how to play using theinstructions on the back of Worksheet Progress check21-25b.6 The students are ready to play the game. While they areplaying, go round to each group and check they are playingcorrectly. The referee may need help with the 'Sounds'category ofquestions.Reward Intermediate Resource Pack. 0 Susan Kay. 1995. Published by Heinemann English Language Teaching.

Progress checkIHexagon raceGame boardReward IntermediateResource Pack

Reward Intermediate• ·Mixed recipesResource PackA~~~~~~~~~~~~~~~Recipe 1 TEMPURAIngredientsFor the batter: flour. eggs. water. salt and pepperVegetables: aubergine. carrot. courgette.green pepperA frying panX BRecipe 1 PINEAPPLE DESSERTIngredientsPineapple. sugar. flour. butter. eggsAn oven dishRecipe Z FRENCH TOASTRecipe Z GRAPE BRULEIngredientsIngredientsEgg mixture: eggs. milk and saltGrapes. sugar. double creamA deep oven dishWhite bread.jam or syrupA frying pan~ .. ."ffij~==================~~I-;:::::===============~~.~------------~~:::: a~ L-_______eL---I__@L-I__~~I__o Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesIMixed recipes worksheet.ACTIVITYGroupwork: writing, speakingAIMTo put recipes in the correct order by writing and readinginstructions.GRAMMAR AND FUNCTIONSGiving instructions using the imperative or the present simpleVOCABULARYFood and ways of preparing foodPREPARATIONMake one copy of the worksheet for each group of fourstudents. Cut it into sections A and B as indicated.TIME45 minutesPROCEDURE1 Divide the class into Group A and Group B.3 Ask the students to work with a partner from the samegroup. Give a copy of section A to each pair of students inGroup A and a copy of section B to each pair of students inGroupB.4 Ask them to write instmctions next to the pictures forrecipes 1 and 2 on their worksheet. Be on hand to answerquestions and to offer help with vocabulary andinstructions, as this is quite a challenging task.S When they have finished, ask the students to cut theinstmctions for their two recipes into strips and to mixthem up. They should not cut out the name of their dishand ingredients.6 Now ask them to exchange their mixed up instructionswith a pair of students from the other group.7 Pairs of students now have mixed up instructions for twonew recipes. Ask them to put the instructions in thecorrect order and then decide what the dishes are.8 Check their answers. Below are suggested instructions forthe recipes, but you should accept any correct alternatives.2 Explain that they are going to write instmctions for tworecipes according to some pictures you are going to givethem.ANSWERS SECTION ARecipe 1TempuraIngredientsFor the batter:flour, eggs, water, salt and pepperVegetables:aubergine, carrot, courgette, green pepperA frying panMix some flour, 2 eggs, a little water, salt and pepper in abowl.Slice 1 aubergine, 1 courgette, 1 carrot and 1 green pepper.Heat some oil in afrying pan but don't heat it too much.Dip the slices of vegetables in the mixture and then put themin the oil.Cook them for four minutes and make sure they don't burn bystirring them with a spoon.Serve immediately with rice and soy sauce.Recipe 2 French toastIngredientsEgg mixture:eggs, milk and saltWhite bread, jam or syrupA heavy frying panMix 2 eggs, some milk and a little salt in a bowl. Slice a loaf of white bread. (Or, Cut a loaf of bread into thick slices.) Heat some butter in a heavy frying pan. Dip a slice of bread into the mixture and put it in the fryingpan.Cook it for 3 minutes on each side.Serve immediately with jam or syrup.SECTION BRecipe 1 Pineapple dessertIngredientspineapple, sugar, flour, butter, eggsAn oven dishPut some slices of pineapple in the bottom of an oven dish. Sprinkle some sugar over the slices of pineapple. Mix flour, butter, sugar and eggs in a bowl. Pour the mixture into the dish. Bake it for about 25 minutes. Serve immediately with cream. Recipe 2 Grape bruleIngredientsGrapes, sugar, double creamA deep oven dishCut the grapes in half and take the pips out. Spread them in the bottom of a deep oven dish. Mix the double cream with a little sugar until it is thick. Pour the cream over the grapes. Sprinkle sugar over the grapes. Put the dish under a very hot gnll and cook until the sugar has melted. Reward Intermediate Resource Pack.

• IHoliday crosswordReward IntermediateResource PackStudent A CLUES DOWNExample1 A place where you canstay while you're on holiday.I3llO 8ISLA*8FRIENN D0 -17S578101113141516~l""'"''''''''''''''''''''''''''''''''''''''''''''''''''''''''''~ Student B...................................................................................................................................................................... :­ (2 words)11 11CLUES ACROSSExampleI A place which is smallerthan a town.468917181910 © Susan Kay. 1995. Published by f

Teacher's Notes!Holiday crossword WOrksheet.ACnVITYPairwork: speaking, writingAIMTo write clues for a crossword and to complete itGRAMMAR AND FUNCTIONSDefining relative clauses beginning with who, that, which,where or whoseVOCABULARYWords assodated with holidaysPREPARATIONMake one copy of the worksheet for each pair of students inthe class and cut it out as indicated.TIME30 minutesPROCEDURE1 Tell the students that you are going to give them adefinition of a word, and that they have to guess what theword is. Write 'a place where you can stay when you areon holiday' on the board. Eliot the answer: 'hotel'. Tell thestudents that they are going to write similar definitions ofwords as clues for a crossword.2 Divide the class into Group Aand Group B.3 Explain that you are going to give both groups the samecrossword but that Group A will have the down wordsalready written in and Group B will have the across wordsalready written in. Their task is to write clues for the wordswritten on their crosswords.4 Give a copy of crossword A to each student in Group A anda copy of crossword B to each student in Group B.5 Ask the students to work with two or three other studentsfrom the same group. They should invent and write downclues for the words on their crossword in the spacesprovided. All the students should write the clues down ontheir own worksheet.6 When they have finished writing their clues, the studentsshould work with a partner from the other group (i.e. astudent from Group A should work with a student fromGroup B).They must not show their crossword to their partner.7 Ask them to sit facing one another and take it in turns toask their partner for clues to the missing words on theirown crossword. They should read out the clues they havewritten for their partner to guess the words, and write inthe missing words on their crosswords from the dues theirpartner gives them.ANSWER ---+2-+11~SLAN0-+8RW IEN0 R-+17 S N 0 W-+19RT YReward Imermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English language Teaching.

.................... , ........ T ••••••••• ", ••• o IAmazingjactsReward IntermediateResource PackQUESTIONTRUE OR FALSE?The first animalswhich were tamedand kept for milkwere cows.ANSWERFALSE: the firstanimals kept andtamed for milk weregoats and ;;heep.~ ~Q :QUESTIONTRUE OR FALSE? Coca-cola is only sold in the USA and Europe. ANSWERFALSE: There are 170countries in the worldand Coca-cola is soldin about 157 of them.iQUESTIONTRUE OR FALSE? Cacti are only found in American deserts. ANSWERTRUE.... 'o~~.-.... , .......... " ... " ................ " .... , ........ "..... " .................... ,',...... ,,', ....... , .. , QUESTION QUESTION QUESTIONTRUE OR FALSE? TRUE OR FALSE? TRUE OR FALSE?There is an animal The oil in the Trans-' ; In Japan. cormorantscalled a beefaJo, which Alaskan pipeline. (big sea birds) helpis a cross between a which stretches from : ! the fishermen to buffalo and an the Arctic Ocean to catch fish. ordinary cow. : : Alaska. freezes in winter.ANSWER ANSWERTRUE: CormorantsTRUE: the beefalo has ANSWER are trained to catchbeen bred to produce FALSE: The oil is fish and fly them backmore meat and help heated to at least 45 to the boat. Each bird world food ~ idegrees Centigrade to is stopped fromproduction.stop it freezing. swallowing the fish bya tight leather beltaround its neck.,:::::~, It. :::::: "::~ ~ ........., ....,................................................................................................ ~ ...........................................................U.............................................. i: QUESTIONTRUE OR FALSE? In 1959 a single Golden Delicious apple tree was sold in France for $51.000. ANSWERTRUE: It was sold toan American nursery.QUESTIONTRUE OR FALSE?North Africa was oncecovered with rainforest.ANSWERFALSE: North Africawas once covered inice and was situatedwhere the South Poleis today.i;: ;:.::::'.1.If:i: i~========~~~~==~~~~~~======~~~~~==~~~F~·,;;;; .. ·',;;;;....,;;;;....~....;;;,; .,;;;,;..·~ fr! ....,;;;; ....,;;;; ....,;;;; ....;.;,;; ;;;,;;;;,;;;;,;;;;,;~ ..,;;;; ....~....!!i; ...... rr===..·.. ....= = ...."""'....·""" ...."""""""~""'iI .... T ....·..., ......................... .. QUESTIONTRUE OR FALSE? Less sugar is eaten in Europe and the USA now than ZOO years ago. ANSWERFALSE: 20 times moresugar is eaten inEurope and USA now.(I/':,;IQUESTIONTRUE OR FALSE?Scientists havemanaged to grow aplant from a seedwhich is 10.000years old.ANSWERTRUE: The Arcticlupin seed was foundin Canada.QUESTIONTRUE OR FALSE? One third of the farm land in the Netherlands has been reclaimed from the sea. ANSWERTRUEi i~; '"""""""'------"'----­M~lq'lsiq---- ..................... _­=-.....................,......,.....................................................................,..,...............;............................,......,........................:,I.::=~==~==iiiiJ o Susan Kay. 1995. Published by Heinemann English language Teaching. This sheet may be photocopied and used within the class.QUESTIONTRUE OR FALSE?Rubber trees wereoriginally found only inMalaysia,ANSWERFALSE: Rubber treeswere originally foundonly in the Amazonforest seedlingswere sent to Malaysiain the 19th century.M.r Sm'rthPI antQtiOI1

Teacher's NotesIAmazing/acts workSheets. and •NOTE: Use Worksheets 28a and 28b for this activity.ACTIVITYGroupwork: speakingAIMTo playa game of noughts and crosses by choosing the correctanswers to questions about natural and manufactured productsaround the world.GRAMMAR AND FUNCTIONSThe passive to focus on when or where something is done,or what is done, rath~r than who does itVOCABULARYFacts about natural and manufactured products around theworldPREPARATIONMake one copy of Worksheets 28a and 2Bb for each group offour to six students in the class. Cut the cards out as indicated.TIME30 minutesPROCEDURE1 Draw a noughts and crosses grid on the board and ask astudent to come to the board to playa game with you.2 When one of you has got a line of noughts or crosses,explain to the students that they are going to play the samegame, but that they can only put a nought or cross on thegrid ifthey answer a question correctly.3 Ask the students to work in groups of four or six and toditide their groups into two teams.4 Give one set of cards to each team and ask them to putthem in a pile face down in the middle of the table.S Each group draws a noughts and crosses grid on a piece ofpaper and then decides which team is going to be noughtsand which is going to be crosses.6 Now they are ready to play the game.7 Team Apicks up a card from the top of the pile and readsout the question to Team B.IfTeam B gives the correctanswer, they choose a square on the grid and put a noughtor a cross in it. Team A puts the (..ard back to the bottom ofthe pile.8 Continue like this with teams taking it in turns to ask andanswer questions until one team gets a line of noughts orcrosses. They score one point for getting a line.9 Play the game again until all the questions have beenanswered. The team with the highest score is the winner.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann Engli'h Language Teaching.

•••••••• ,' ....... "...... , ••• , ........."., ••••••••• , ••• , ••••••• ," ••• • ••••• , •••• ,~•••••••••••• >< ..........', •••• , •••••••• , ................. •••••• ,,"" •• H •••••• ••••••••••••••••• ,,., •••• ,,,• [!!mazingjacts Reward IntermediateResource Packx,.,', ..... " .. ,', ... ,",........ , ............. ,.. , QUESTIONCHOOSE THE CORRECT ANSWER What percentage of all the fish caught in the world are caught in the Northern Hemisphere? a) Over 50%. b) Over 70%. c) Over 95%. ANSWER: c)"',.'"',...... " ... " ..... " ... ..QUESTIONCHOOSE THECORRECT ANSWERWhere is the highestnumber of bicyclesproduced?a) [n Japan.b) In the USA.c) In China.ANSWER: c)ct~... ,.." .. "" ......"".',.....................",',' QUES1'IONCHOOSE THECORRECT ANSWERWhere was the firstnuclear power stationopened in 1954?a) In the USA.b) [n the formerUSSR. c) In France. ANSWER: b)QUESTIONCHOOSE THECORRECT ANSWERTobacco was firstsmoked by whichpeople?a) The Turkish.b) Native Americans.c) The British.ANSWER: b):.~ fll"""""!!!!!!!!!!!!!!!~'!!!!! .. ·=·····=· ..·=·.. ..·=~QUESTIONCHOOSE THECORRECT ANSWERNew islands are stillbeing formed byvolcanoes eruptingunder the sea. Whereis the newest islandof Lateiki?a) Near Australia.b) Near Iceland.c) Near Japan.ANSWER: a)__rr==~==!!!!!!!!!!!!!!=.. _~~~IL-., "-=====~:~i==;===~==__====\~·==============~ ~======__-=====~ QUESTIONCHOOSE THE CORRECT ANSWER What is aspirin made from?a) Oil.b) Seaweed.c) Tree bark.ANSWER: c)..""i1 ..... !........ . . . . . . . .. . , ., .... ., ... ..... . . . . .. . , ..... .. . . . .QUESTIONCHOOSE THE CORRECT ANSWER Where are most cars produced?a) In the USA.b) In Japan.c) In Germany.ANSWER: b),!t'............................QUESTIONCHOOSE THE CORRECT ANSWER A very long sausage was produced by a sausage-maker in Birmingham. UK. How long was it?a) 9 kms.b) 9 meters.c) 19 meters.ANSWER: a)© Susan Kay, 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class:QUESTIONCHOOSE THE CORRECT ANSWER Wood is used for cooking and heating by what percentage of the population? a) 75%. b) 50%. c) 20%. ANSWER: b)..... , ................ " ............. " .... -- ....... QUESTIONCHOOSE THECORRECT ANSWERThe largest cake inthe world was bakedin New Jersey. USA in1982. How much didit weigh?a) As much as oneelephant.b) As much as twoelephants.c) As much as sevenelephants.ANSWER: c)~ i ~ ••••••••• ., •••••••• ,., ... " .......... " ,,'.. ,' ...QUESTIONCHOOSE THECORRECT ANSWERWhich food is eaten asthe main food bymore than half theworld population?a) Rice.b) Wheat.c) Meat.ANSWER: a)~ ~ F. ..",;;,....",;;,....",;;,.... ~"",........~~~QUESTIONCHOOSE THECORRECT ANSWERSilver is thecommonest preciousmetal. What is halfthe silver minedused for? a) Filling teeth. b) Coating photographic film.c) Making coins.ANSWER: b)

Reward Intermediate• lEo it yourself?Resource Pack~ ''J Kay. 1995. Published by Heinemann English la'lguage Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesIDo ityourself? worksheet.ACTIVITYWhole class: speakingMill drill (For detailed instructions and advice on using milldrills, see the notes for teachers at the beginning of theResource Pack.)AIMTo speak to as many partners as possible about jobs that needdoing.GRAMMAR AND' FUNCTIONSNeed + -ing and passive infinitiveCausative construction with have and getReflexive pronounsVOCABULARYHousehold jobsProfessionsPREPARATIONMake one copy of the worksheet for each group of up to 12students in the class. Cut the worksheet into cards. You willneed to keep one card for yourself to demonstrate the activity.TIME15 minutesPROCEDURE1 If there are more than 12 students in the class, divide theminto groups. Give one card to each student in the class.Keep one for yourself.2 Make sure each student knows what job needs doing in thepicture on their card.3 Tell the students that they are going to talk about jobs thatneed doing, using the pictures as prompts. Write anexample dialogue on the board, indicating the language thestudents should use.For example:Student A: My catpet needs cleaning. Student B: Are yOlJ going to clean it yourself! Student A: No, I'm going to have it cleaned. (or No, I'm going to ask a cleaner to do it.) 4 Demonstrate the activity with individual snldents using thecard you kept for yourself. Tell the students to hold theircards so that the picture is facing them. Ask several pairs ofstudents to demonstrate the activity to the whole class,using their pictures as prompts.5 Now ask the students to go round the class or group andtalk about the job that needs doing with as many differentpartners as possible, using their pictures as prompts. In thispart ofthe activity, the students talk about the same jobthat needs doing each time they change partner.6 When the students have finished, ask them to exchangecards and to go rOlmd the class or group again, this timeholding their cards the other way round so that the pictureis faCing their partner. The students take it in ulms to talkabout the job that needs doing using the picnlres on theirpartners' cards. In this part of the activity, the students talkabout a different job each time they change partner.7 The students continue in this way lmtil they have spokento as many different partners as possible.~""'.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published oy Heinemann English Language Teaching

~Reward Intermediate• ~had the chance...Resource Packi..........................,' .. , ........... "" ......... ,.".. " .... , ........... ",...... , ...... ,'" ........... " ........... " ... , ............ , ............ , ...... ,' ..... ,', ............. , .. , ............ " ..... ., ..... ", .................... IA I If I were my parents, ...I'd make my children-_.. _--------­I'd let themI wouldn't let them~ ~ ............................................................................................................................................................................................................................................ .. :[!j If I were a teacher, ...I'd make my pupilsI'd let themI wouldn't let them''', .................: I'd make my players-I'dlet themI wouldn't let them' ... ,., ........,..... , .... , ..... , ................ , ....... " ....................... ", ...... , .... "",.............. " .............................. , ....... ,........ " ..................... , .............................................. ![QJ If I were the manager of a big company, ...I'd make my employees ------------­I'd let themI wouldn't let them@Susan Kay. 1995. Published by Heine"",nn English language Teaching. This sheet may be photocopied and used within the class.-~-.-------------------------------

Teacher's NotesIIfI had the chance.worksheet.ACTIVITYWhole class: writing, speakingAIMTo write about and discuss what you would do ifyou were indifferent positions of authority.GRAMMAR AND FUNCTIONSMake +noun/prono1.lll +infinitive to express obligationLet + no1.lll + infinitive to express permissionNot let to express prohibitionVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each student in the classand cut it into sections A, B, C and D as indicated.TIME30 minutesPROCEDURE1 Explain to the students that they are going to invent a list ofnues they would impose if they were in positions ofauthority .2 Give section A of the worksheet to each student in the classand ask them to think about what they would do if theywere their own parents. They should then complete thesentences:In were my parents, I'd make my c11ildren ... I'd let them ... I wouldn't let them ... Elicit some suggestions,For example:IfI were myparents, I'd make my children continuedJeir studies for as long as possible Ileam foreignlanguages I do their homework.I'd let them choose dleir own dotlles I cook their ownmeals I bring their friends home.I wouldn't let them smoke I have a pet snake I comeinto the house with boots on.Make it clear to the students that this is a light-heartedactivity and encourage them to use their imagination.3 Now ask the students to compare their sentences withother students in the class.4 Repeat the activity, using sections B, C and D.Reward Intermediate Resource Pack. 'i:l Susan Kay. 1995. Publ;shed by Helnema~~ English Language Teaching.

Progress checkISpot the right wordReward IntermediateResource Packf A You 1tn:Jk -/if?!?d What rime didyou come hame b;;t IUgltt?J3 Verylafe. 1 I hC1pe I didn't dlslHrt> yt7H when I C$ffle /n.STUDENT A3 A My prtJffler needs cheering up 50 Im tping 1b bring him 7D #Ie. cineA1a flmighf.8 Oil, ih4rs a gQr:Jd Ide.:::r - have 4 good rime.4 I -/h()J(ghfIf /i11Z15 okay to lendhIm mycar ~5e he's tl5UtU(y very sensitive buthe did a lot of'damage I1IheYt he bt:tcked i#tto fhat Wat(.6 I think I 1eR- mygloves tfIf The cinema.7 I lOVe 5iflinglh a call seeing people wati pdst:f ?lease /tGl?A to iIIe ins-/n(di:;ms urelUlly.q r ve of'lered ro do me 5hC1fPlHg .,f;rmy 5/$f'er' because ~he't; ex,Pecfing a baby a~d' C411'f lif'f tllfylltinq hetflYy. 10 I'm -trying mloose. weight but Em -lixtJting it impoS6lb/e ro give up chocolafe.~~........................................................................................................................................................................................................................................ . STUDENT B! A Yttu look Ir"red. Mat time dtf:l you qo home lasf night? 8 Very lAte.! I hope I dtdn'tdt51urb ytnf when I came in. 3 A My brofher need!; cheering up 50 Emgq;ng to mke him to fhe cint!NIa -ftrnight.8 011, iht:tfi; a gt7Dd Idea- have a gt?17Z:t' rime.4- I fht:mght if wa~ okly to lendhim my C4r becatt5e hes tlGuatly very 'Sensible buthe did a lot of damage wheYt h,; I:>4cked irtfD -Iha't waif.6 I fhink I f7n-go/ myfJ/QVe5 41 the cinema.'1 I lOI'e sill1ng In 4 cafe Hlt1fr:hing ~/e lQa/k paf>t:3' 11ease he4r #Ie Instructions carefUtiy.q Ive ol1ered ro do -Ifte shi7J:Png lOrmY5isierl>ecause.She~ waifing h a baby dl1d edit $I. /ir; e:1Ifyilfing heavy. to .1'1'11 frying 1b (ose weight b«f rln findIng ifimp:.lS'Sitte to Bive tip choc.ole:rte. \,.. . .... ···' .. ·'d.'·······."..····,·.···,.······· .... ,······ ... ,.. ,',.,." ............ , .......... , ....... , ....... ,' ................... , ..... , ... , ..... ,., .... .@ Susan Kay, 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the ciass.

Teacher's NotesI Spot the right word Worksheet Progress cheek.ACTIVITYPairwork: speakingAIMTo identify and eon-eet lexical mistakes ill sentences.GRAMMAR AND FUNCTIONSRevisionVOCABULARYWords which are often confused:come - go, lend - borrow, bring - take, lay - lie,sensible - sensitive, dleck - control, actually - now, leave- forget, watch - see, bear - listen to, expect - wait for,loose -losePREPARATIONMake one copy of the worksheet for each pair of students inthe class and cut it in half as indicated.riME20 to 30 minutesPROCEDURE 1 Divide the class into equal numbers of Student As andStudent Bs.2 Give one copy of the SUldent A sentences to eachStudent A and one copy of the Student B sentences to eachStudent B.3 Ask the students to work in pairs ofAs and pairs of Bs. Tellthem that some oftheir sentences are correct, while someof them have an incon-eet word in them. They shouldidentify the incorrect words and correct them. l11esUldents should discuss the sentences in their pairs, but allthe students should write corrections on their ownworksheets.4 When they have finished, ask the students to form pairs ofStudent A and Student B and compare their sentences.Student A has the correct word in sentences whereStudent B has the incorrect word and vice versa. Thismeans that the students should be able to correct oneanother at this stage.S Check that the students have identified the incorrectwords.ANSWERS 1 Student A: What time did you come home last night?(The speaker is speaking from home.)2 Student B: Can you lend me your tennis racket.3 Student B: I'm going to take him to the cinema tonight(The speaker is not at the cinema now.)4 Student B: I thought it was OK to lend him my car becausehe's usually very sensible.S Student B: Doctors check the athletes before a big race tomake sure they haven't taken drugs.6 Student A: Ithink I left my gloves in the cinema.7 Student B: I love sitting in a cafe watching people walk past. (You watch things that change and move. Seeing is not always deliberate.) 8 Student A: Please listen to the instructions carefully.(Listen to suggests that you are paying attention. Hearing isnot deliberate.)9 Student A: She's expecting a baby and can't lift anything heavy. 10 Student B: I'm trying to lose weight.Reward Intermediate Hesource Pack It) Susan Kay, 1995. Publ'sr.ed by Heinemann Erghsh Language Teaching- - t

• IDescribe itGame boardReward IntermediateResource Pack* tQJ:s' oM·i.".i". ®•t:]» I'D J!:::s~aOJ* I'D0nOJI'D 0:::s:::siiitc0QJf!!QJuQJ2i' I!!ItJC• *QJa..QJ0 a..t!:7~.0 @ocol!!•~cot«-4© Susan Kay, 1995. Published by Hejnemann English Language Teachlng. Thjs sheet may be photocopjed and used within the class

Teacher's NotesIDescribe it worksheets. and •NOTE: Use Worksheets 31 a and 31 b for this activity.ACTIVITYGroupwork: speakingAIMTo playa board game by describing and guessing words.GRAMMAR AND FUNCTIONSDescribing things when you don't know the wordVOCABULARYUseful objectsGeneml revisionPREPARATIONMake one copy of Worksheet 31 a (game board) for every sixto eight snldents in the class.Make one copy of Worksheet 31b (cards) for every six to eightstudents in the class and cut it out as indicated. Providecounters for each group. Each group will also need a watchwith a second hand for timing the activity.TIME30 to 40 minutesPROCEDURE1 Ask the students to work in groups of six to eight and todivide each group into two teams.2 Give one game board, one set of cards and counters toeach group. Make !>l.Jre each group has a watch with asecond hand.3 Before the students start playing the game, explain how toplay using the instructions on the back of Worksheet 31b.Ifyou wish, you can photocopy these instructions anddistribute a copy to each group, or display a copy on anoverhead projector.4 The students are ready to play the game. While they areplaying, go round to each group and check they are playingcorrectly.'-ReWard intermediate Resource Pack. i\ll Susan Kay. 1995. Published by Heinemann English Language Teaching

• iDescribe itoCards* hospitalmechanicradiosunbatheeasyrailway station• refereeQ * mobile phone... take a photograph® binocularso..®factoryelectricianknife* make a mistakeBugs Bunnychurch• priest¢. * saucepandrivereggaeschool* actorarmchairwaitimaginative•0 hoteltouristQ * wheel... laugh® wedding* restaurantathletemirrorsingpizza•0 orchardpoliticianQcomputer... make a bed® * money..baseball capwatch TV® * horror film•0 discocustomerQomuseum• sisterQ * stamp.. listen to music® windscreen wipers•0•Qbankneighbourdoortravel@ *Batman0 beach• *builderQ map... hitchhike® patience0 airport• * foreignerkettleQ.4 score a goal@ funny•0 officelawyer¢:. * passport... complain® onionReward IntermediateResource Packo *cemetery• gardenerQ vase.. borrow® Tina Turneromountainsteacherbelt* get dressedhigh season..playground• * police officer¢:. pursedisappearimpossible®library* friendcarpetwalkScotlandhomecarpenter* briefcaseapologisesummeromarketvet•¢ wristwatch... learn® * embarrassedoswimming poolfatherseat beltmake a noise* avocadoisland• studentQ' torch... ask® * cottonocastlefarmer•Q postcard.. give up smoking® * Nepal@ Susan Kay. 1995. Published by Heine'l1ann English Language Teaching. This sheet may be photocopied and used within the class.art gallery• hairdresserQ * paperback.. forget® the Norwegianso•bathroombaby¢ wallet... * write a letter® special effectso•gardenhostQ. credit card• * drink® cabbageocathedral• * pilgrim¢ bicycleswimstrawberry...®

Teacher's NotesIDescribe it worksheets. and •NOTE: Use Worksheets 31 a and 31 b for this activity.HOW TO PLAY THE GAME 1 Put the game board in the middle of the table and placethe cards in a pile face down.2 F..ach team puts their counter on the square marked PLACEnext to START HERE and the teams toss a coin to see whostarts the game.3 Player A picks up a card from the top of the pile and findsthe word corresponding to the PLACE category.4 Player A now has one minute to describe the word to therest of their team. A player from the other team shouldtime one minute exactly.5 When the rest of the team have guessed a word correctly,Player A can take another card and describe another wordin the same category. They can repeat the process as manytimes as possible within the time limit.6 After one minute, Player A stops and moves their team'scOlUlter along the board according to the number of wordsthey guessed correctly. TIle square they land 011determines the categOll' of words they will describe whenthey have their next tum.7 Ifa player lands on a square with a • on it, this means thatthe player has to pick a card and describe the word with a• next to it. Members of both teams are allowed to guessthe word and move their team's counter accordingly.8 Players put the cards at the bottom of the pile when theyhave finished with them.9 Teams take it in tums to play and players take it in turns tobe describers and guessers.1o The first team to reach FINISH is the winner.Reward Intermedia~e Resource Pack. (J Susan Kay. 1995. Published by Heinemann Englis" Language Teach,ng

Reward Intermediate• IA day in my townResource PackDear------------------------19--­ThanK you. for youV' LelteY i:e!liVl9 Wie wv,at -time youv /;;13.iVl i5 due to avrive ;11bt t~ere to meet you.l'W1 LookIng fovward b:J 5V1oWit1g you wne/l'e 1 Live,As SOOV/ as yo~ awive. we ----------___________________W~eV1 we've dOJlle tl.1atwe----------------------------­Wke/t1 we'vehuVigvg we---------------------­1 hope you'lL evyoJ youII' ddJ-see yau 5001/1.~ve)-------------PS me weathev is Ukety CO be-------------­So you 1 d bettev wear ------------------------------­o Susan Kay, 1995. Publ

Teacher's NoteslA day in my toom worksheet.ACTIVITYWhole class: writingAIMTo plan a day in the place where you live. To write a letterexplaining the plan to a foreign friend who is coming to visityou for a day.GRAMMAR AND FUNCTIONSDescribing a sequence of events in the future:as soon as, when and after + present Sinlple orpresent perfectExpressions to talk about the future: to be due to/to be likelyto +infinitiveVOCABULARYThings to do in a townPREPARATIONIn a class where the students come from different places, makeone copy of the worksheet for each student in the class. In aclass where the students are aU from the same place, make oneworksheet for each pair of students.TIME20 to 30 minutesPROCEDURE1 Ask the students to think about the place (town or city)where you are studying and to brainstorm places to visitand things to do there under the following headings: placesof interest. restaurants. entertainment, sports facilities andplaces of natural beauty.2 When they have done that, explain to the students thatthey are going to write a letter to a foreign friend who isgoing to visit them in their home town for a day.3 In a class where the students come from different places,give a copy of the worksheet to each student in the class.In a class where the students all come from the same place,ask them to work in pairs and give a copy of the worksheetto each pair of students.4 Ask them to decide how they would spend a day with aforeign friend in their home town and to fill in the details inthe spaces provided on their worksheet.5 In a class where the snldents come from different places,ask them to give their completed letter to a student from adifferent country.In a class where the students are all from the same place,compare letters and vote for the most interesting day.Reward Intermediate Resource Pack. (;) Susan Kay. 1995. Published by Heinemann English language Teaching.

•How many usescan you think oj?Reward IntermediateResource Pack•.........••...••.•• ,.,..... , ..••...•.•...••....•................•.•..••.•.•..••..•...•....•.........•........ You can use an oldYou can use atoothbrush ... teaspoon ...~ ,....................................................................................................................... ~ ........................................................................................................................:You can use an oldnewspaper ...You can use acoat-hanger ...:2)=---:: -CD );....................................................................................................................... ~............................................................................................, ...................... , .... ~You can use an emptybottle ...You can use a hairdrier ........................................ ....................................................................................................................................................................................................You can use alipstick ...You can use asaucepan ...--------------------([t··· .. ··· .. ····.. ··· .. ··· ..·.. ·· .. ·· .. ··· ..······· ..··········· ................................,......................":................................................................................... You can use a hot-waterbottle ...You can use a tennisracket ...,.I.i;;; ....;;;;;;; ....;;;;;;;....~....;;;;;;; ....;;;;;;; ....;;;;;;;....~ ...~....;;;;;;; ....;;;;;;; ....;;;;;;;~....~ ....~....;;;;;;; ....;;;;;;; ....;;;;;;;....;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ..;;;;;;; ....;;;;;;;....~ ...~.......!........................................................................................................................:© Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photocopied and used within the class.

Teacher's NotesIHow many uses can you think of? Worksheet •ACTIVITYGroupwork: writing. speakingAIMTo invent unusual uses for ordinary objeds.GRAMMAR AND FUNCTIONSInfinitive of purpose: to + infinitive to say how you dosomethingBy +·ing to say how you do ~omethingGiving advice: if+ present simple to describe a problem andwhat to do about itVOCABULARYEveryday objects and activitiesPREPARATIONMake one copy of the worksheet for each group of three tofive students.TIME20 to 30 minutesPROCEDURE1 Ask the students to work in groups of three to five.2 Tell them that they are going to invent unusual uses foreveryday objects, for example a piece of chewing gum.Elicit some suggestions from the class, encouraging them touse their imagination. Ask them to clarify where necessary.For example:YOll can lise a piece ofclJewing glUl1 ."- to make mends. IfYOll give someone baIf,I piece ofchewing gum, dJey'll think you're really nice.- to stick ti1ings together (by chewing it Jirst to make itsticky).- to lUIblock YOllr ears when YOII're taking offin

: c..-: .-:-,_ .•..... _ _... _..._..._..._ ..._ ..._ ..._ ..._ .. _... _..._••_..._ ...... _ _ ••._ .. _... _...____ ......•• __________ ... •••..._ .. _... _..._..._.. _..._ ..._ ..._ ..._ ...-' ..... , ....... ; .........................................................Reward Intermediate• IIfyou come here...Resource PackInformation~., .......... ,.... , .... , ....................... ,",........... " ...... , ,....... ,....... ,....... ,., ... ,',... " ........ ,.. ',... ,.,..... " .... ,............ ,",........... ,.... ,............. ,,.,..... ,... ,,.,.',.,.... ' " .......... ".,..... "., STUDENT ASTUDENTBWolong in the misty mountains of south-western ChinaWolong is a spectacular region of bamboo forests, mountainsand rivers on the edge of the Tibetan plateau. It is the homeof 150 giant pandas - one sixth of the entire worldpopulation. During our stay, we'll visit one of the Tibetanfarming communities where the women wear traditionaldress and cook rice dishes on wood fires. Their lifestyle issimple and close to nature.We will also have time to look for a variety of other exoticwildlife including red pandas, golden monkeys, snowleopards, Asiatic black bears and 230 different kinds of birds.We'll stay in a mountain hut on the edge of the Tibetanplateau where you will enjoy a spectacular view of snowcappedmountains and bamboo forests. This is the ideal placeto go walking: the clear mountain air will make you feel ontop of the world. but come preparedfor extreme changes of temperatureit's very hot in the daytime andvery cold at night.When you have had enough of the peace and quiet of the mountains, you will have plenty of time to go shopping in Chengdu, the busy capital of this region, where you can buy medicinal herbs:: and unusual spices.The Highlands of ScotlandComing to Scotland is like stepping back in time - therelaxing scenery will soon make you forget the busy routineof everyday life. We'll explore the mountains, forests andlochs (lakes) of the Highlands where we hope to see the mostinteresting wildlife of Scotland including red deer, seaeagles, golden eagles and many other rare species of birds.We'll spend a few days on the north coast where you cansit on one of the excellent beaches with their golden sandsand watch the dolphins playing around the fishing boats.You should be prepared for all types of weather - it can besunny one minute and pouring with rain the next. But thesechanges in the weather are also responsible for beautifulrainbows and sunsets as well as the colourful countryside.We'll visit the famous distilleries where whisk')' has beenproduced since the beguming of the 17th century.During our stay, we'll stay inan 18th century castle where youcan try traditional Scottish haggismade of sheep's heart, liver andlungs! Scottish people are warmheartedand welcoming - youwill love sitting round a warmfire in the evening, listening totheir stories. You may notunderstand their ScottishI: accent but you'1I appreciate!: the warm atmosphere!; ..................... , ............ " ............... , .... ","., ... , ... " ........................... " ................ ! ................... , .... ,", ............ ,", ........... , .... ,' .. " ... ,. ......... ", .. , ..................... " ....... ,.: STLIDENTCThe Caribbean island of BarbadosIf you don't like sunshine and sea, this is not the holiday foryou! Ifyou come to the volcanic islands of the Caribbean,you'll spend a lot of time on, in or under the ocean. There areso many different kinds of exotic fish that it is a scuba diver'sparadise.For sunbathers, the beaches are sandy and the surface ofthe sea is as calm as a cup of tea. Don't expect any changesin weather - you'll see the sun every day.We will stay in the West of the island, away from thepackage-tour hotels and accommodation will be in a smallfamily hotel made of wood in the traditional style. Here, thespeciality is curried goat or chicken in coconut sauce...followed by music from the family band. There are plenty ofplaces where you can listen to reggae all night if you want,but if you want to join us on our fishingand diving trips, you'll go to bed earlyand get up with the sun.You can buy the clothes you needfrom one of the many colourful clothesstores all you need is a straw hat,belIDuda shorts, a brightly colouredT-shirt and a pair of flip-flops. Mostpeople hire their water-sport equipment.The people of Barbados are friendlyand fun, but don't expect anythingto happen on time, life is muchtoo relaxed for that.STUDENTDThe Indonesian jungle of BorneoIf you are an adventurous n'aveller you will enjoy this trip.We'll fly to the middle of Borneo and then spend a weekwalking through peaceful rice paddies. We'll meet thegentle, hospitable people who live in villages along the riversand stay in their long-houses for a few days.During our stay, we'll learn how to bathe and do ourwashing in the river, cook over open fires and understandhow these people survive in the jungle.We'll continue our journey through the jungle byhouseboat: we'll sleep and cook on board. During the day,you can sit on the roof sipping tea and watching the worldpass by. We'll explore the lakes at sunset and try to seethe shy monkeys andfreshwater dolphins.When we come to a town,we'll stop at one of thefloating markets where youcan buy all sorts of localproduce: curry spices,cakes, tea and localhandicrafts made fromtree-bark.You won't see abathroom or a soft bed forthree weeks, but you willexperience a completelynew world.o Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photompied and used within the class.

Teacher's NotesIifyou come here. .. worksheets. and •NOTE: Use Worksheets 34a and 34b for this activity.ACTIVITYGroupwork: reading, writing, speakingAIMTo read infonnation and to write notes about it.To choose a place you want to visit.GRAMMAR AND FUNCTIONSFirst conditional to talk about a likely situation and to describeits resultVOCABULARYDescription of places: scenery and lifestylePREPARATIONMake one copy of Worksheet 34a for every four students inthe class and cut it into sections A, B, C and D as indicated.Make one copy of Worksheet 34b for each student in the class.TIME30 to 40 minutesPROCEDURE1 Ask the students to work in groups of four.2 Explain that they are going to decide where their groupwill go for the trip of a lifetime and that they have got fourplaces to choose from.3 Write the four places on the board:a) Wolong in south-west Chinab) the Highlands of Scotlandc) the Caribbean island of Barbadosd) the Indonesian jungle in Borneo.Now ask the students to spend a few momentsbrainstorming what sort of experiences they think they willhave ifthey go to each of the places.4 Give sections A, B, C and D from Worksheet 34a to eachgroup and ask each student to read one section withoutshowing it to the other members of their group. Explainthat each member of the group has got infonnation aboutone of the places.5 Give a copy of Worksheet 34b to each student in the classand ask them to write notes about their place in the spaceprovided.6 When they have finished writing notes, tell them that eachstudent in the group is now responsible for describing theirplace while the rest of the group takes notes in the relevantspaces on their chart.1 When they have done that, they should discuss the fourplaces and come to a group decision about which of theplaces they are going to visit. They should write the placethey have chosen and the reasons why in the spaceprovided at the bottom of the worksheet.OPTIONThroughout the activity students can work in pairs rather thanindividually, That is, in each group there are two Student As,two Student Bs, etc.Reward Intermediate Resource Pack. © Susan Kay. 1995. PublIShed by Hememann English Language Teaching.

Reward Intermediate• IIfyou come here...Resource PackChartWolong in The The Thesouth-west Highlands Caribbean IndonesianChina of Scotland island of jungle ofBarbados Bornenvironment!weatherwildlifeaccommodationlfoodpeople/lifestyleplaces to visit/things to doThe group has decided to go to _____________________because ______________________________________________________________© Susan Kay, 1995 PublIShed by Heinemann fnglish language Teaching. This sheet may b. photocopied and used within the class

Reward Intermediate• IPsychic linkResource Pack, ........................ "" , .......-..... ,. :Student ASally dreamt nearlyevery night andthe same personappeared in all herdreams. She had nevermet the man shedreamt about, but inher dreams she felt asif she knew him well.Student BWhen she woke up that morning. she knewsomething had happened. When sheswitched on the radio she was not surprised tohear the news.Sailors from all over the world had beentaking part in the trans-Atlantic yacht race andnow it was nearly over. But that night. there hadbeen a violent storm and one of the boats haddisappeared.he hurried out to buy the morningS newspapers. Pictures of the missing sailor,Simon Shepherd. were all over the front pages. Sherecognised the face of the man she had dreamtabout so often.In her dream she hadseen the man in thestormy seas and now shewas sure that this was theman who had disappearedat sea. She also knew thathe had survived.A few days later. she heard that Simon had beenjW\ found and was now back in England inhospital. She had to meet him.He had recovered from his accident when theymet some time later. They looked at oneanother and both had the strangest feeling thatthey were looking into a mirror.Since the accident. Sally had been making someenquiries and had managed to trace theincredible link between herself and SimonShepherd. the man from her dreams.They had both been born in London on exactlythe same date. On that date. a young womanhad died after giving birth to identical twins.As the woman had no other family, her babiesjW\had been adopted. At the time. nobody hadwanted to adopt twins and so Sally and her twinbrother had been separated at birth and adoptedby different parents.© Susan Kay, 1995 PUblished by Heinemann English Language Teaching This sheet may be photocopied and used Within the class

Teacher's NotesI Psychic link worksheet.ACTIVITYPairwork: speaking, writingMutual dictationAIMTo dictate part of a story and to write down what your partnerdictates to you.GRAMMAR AND FUNCTIONSPast perfect simple to talk ab(;mt one action in the past whichhappened before another action in the past:Past perfect continuous when you want to focus on an actionwhich was in progress up to or near a time in the past,rather than a completed event:VOCABULARYNarrativePREPARATIONMake one copy of the worksheet for each pair of students inthe class. CUt out sections A and B as indicated.PROCEDURE1 Tell the students that they are going to read a story about awoman called Sally. Point out that there is someinfonnation missing from the text that you are going to givethem.2 Ask the students to work in pairs of Student A andStudent B.3 Give one copy of text A to each Student A and one copy oftext B to each Student B. Tell them not to show their partof the story to their partner. Explain that their partner hasthe part of the story which is miSSing from their ownversion.4 Ask the students to take it in turns to dictate lines of thestory and to write them down in the spaces provided ontheir worksheet.5 When they have finished, ask them to compare completedtexts which should be identical.TIME20 minutesReward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

Progress checkHoliday choicesReward IntermediateResource PackThe holiday of my dreamsThe holiday of my nightmaresI I"'0...I IC Susan Kay, 1995. Published by Heinemann English Language Teaching. This sheet cnay be photocopied and used within the class.

Teacher's Notes,Holiday choices Worksheet Progress checkACTIVITYPainvork: speakingAI MTo categorise vocabulary and to discuss what you look forin a holiday.GRAMMAR AND FUNCTIONSRevision of Student's Book Lessons 31 to 35VOCABULARYHolidaysPREPARATIONMake one copy of the worksheet for each student in the class.TIME20 to 30 minutesPROCEDURE1 Write the headings of the columns from the worksheet onthe board and brainstonn what aspects of a holiday mm itinto a dream holiday or a nightmare holiday for thestudents.Write a few suggestions under each heading on the board.2 Give one copy of the worksheet to each student in theclass and ask them to put some of the words andexpressions on the worksheet tmder the headingsaccording to their personal opinion. They do not have todo this with all of the words and expressions, only thosewhich they personally associate with a good or a badholiday.3 Ask them to add anything else they can think of under theheadings.4 Now ask them to compare their worksheets with one ormore partners and note any similarities or differences.Reward Intermediate Resource Pack. © Susan Kay, 1995. Published by Heinemann English Language Teaching.

• Dear Sue,.what should I do?Reward IntermediateResource Pack........ " .................... ,", .... , .... " ...... " .. " .... , ... , ..... " ........ , ....... , ..... " .....................", ....... ' ....... , ..... " ..... ,.", ............. , .......... , ..... ",, .............. " ... " ..... ', .............. . iJ~ -81.lej'tJe Jo1ie;n Am. .ewe with ~wfuY aiM- A..Wm6 fer & a.ibuuJ.eJ..tq me., lnd 1:lwu, ih a ~.Dear SUL I:Joe 7~ c:ru.t; wiCh ~ pa..re.n.es beca...u.se or a.. st:u.pid a..r...3u..rne.n.C.CDeo...('SueW\U\..Q.. 1. UJO.}:) OY\ ~ ~tmonth I ~ \..n..UtrWed withsomeone...-a.du-ice. ?:'=• ~~ L.~! ......:=...... ...=~.::lOU .3i..ue rruz.. .some........=......=......=.....= ......= .....= .....=......= = ......= ..... ......= ......=......::= .............=.....=......:=....=......= .....i=······=·····=······=······=t········1·;=······:=······=· ......=......=......=: ......=: ......=......=: ......=.....::=Pear-SueI'WI in love with fwo people.Should I st.cua- Ln touch orshauld I brea.k iJ:: off naw ?Pea,5ueI'm geMiH.g maf'Y/ed next month. andeverything's a.rYa11qed but I can'tjvrget what happened f?t m!:j sister'sWedding two !:jec:tr& f?go.......:j ~Hovvcan I ma.ke, SMre the sa.me. d06SJ1/fII Whie'" one should I choose.? i: hap~ (i{~itt? ~S~;;~· K~;:'j995: 'P~b'l;~h",;d 'b; H~in~';;~~~' E~~ii~h 'L~'~~~~~~ T~;;':;;i~~" Thi~' ;h~~t;';~~' ;;.;;h~i~~·~i~d '~~d '~;~d ~t'~;~' ih~' ~l~;;"""""""""""'" ...............................................}

Teacher's NotesI Dear Sue, what should I do? worksheet.ACTIVITYPairwork: speaking, writingAIMTo write letters asking for and giving advice.GRAMMAR AND FUNCTIONSExpressions for giving advice:IfI were you, I wmdd ...I think YOLI should/ought to ...In my opinion, you should/ought to ...VOCABULARYPersonal relationshipsPREPARATIONMake one copy of the worksheet for each group of 12 studentsin the dass and cut it into sections as indicated.TIME30 to 40 minutesPROCEDURE1 Ask the students to suggest where people can get advice ifthey have a problem. Explain what a 'problem page' is.2 Ifthere are more than 12 students in the class, divide theminto groups and ask them to work with a partner from thesame group. There should be an even number of pairs ineach group.3 Give each pair of students one section of the worksheet.4 Explain that each pair of students in the group has adifferent beginning and ending of a letter addressed to aproblem page and that they are going to invent the missingdetails and write them down in the space provided.Encourage the students to be as imaginative or as amusingas they like and be on hand to offer help as this is quite achallenging task.S When they have done that, ask them to give their letter tothe pair of students on their left.6 Ask the students to read the letter they have received andto write a reply, giving advice for the problem. Encouragethem to use the target language at this stage of the activity.7 When they have done that, ask them to keep their repliesand give the original problem letter to the pair of studentson their left. Ask them to write a reply to the letter theyhave jllst received on a separate piece of paper.8 Repeat the activity until pairs of students have written replies to several letters. 9 Now ask them to give their replies back to the students who wrote the original problem letters. 10 Pairs of students read the replies to their letter and choosethe best advice.Reward Intermediate Resource Pack. © Susan Kay, 1995. Publisned by Heinemann Enghsh language Teaching.

' •••• 0 .... ' ••••••• , ........................ ", •••• " ......... , ••••• ", ........... ", ..... , ••• , ....................... , ••• ,', ••••••• " .............. , ............................................ '., •••••••••••• , •••• , ....... , •• •What went wrong?foldReward IntermediateResource Packfold... .....!!!! .....~...!!!!!! .....!!!!!! .....!!!!!!.....!!!!!!.....!!!!!!.~~••..!!!!!!.....!!!!!!......................................,.r,!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!~-----v------)C-----v------)Cwent sightseeing ­got lostgotsunbumt? .................................................. ,,, .. ,, .to .......... ................. , •••. " ........... " .... " ... :............................. " ....... " ...................1••••••••• ,.................................. ,•••••••••" ••• ------v------)C------v------)Cgot bored on the beach bad money stolen",...!........ ,····· ..··•·········•..,················,·········1····... ..................,..........,........................,,,.........................,, .......... ',,, .... ,...... ,: -----v------)C-----v------)Chotel room noisyrained every day------v------)C------v------)Clost passportsuitcase too heavy............................................, .........·························r····························................................................................. , didn't understandthe language-----v------)Ctoo hot -----v------)C.. " .... " ........... ,......,................ ",.... ,..... ,.... ,",.... , .. , ................ ,.... ,....... , ........................... , .. , ... ,............................... " ............ ,.... ,..... " ...... "','CI Susan Kay. 1995. Published by Heinemann English Language Teaching. This sheet may be photocopIed and used wahin the class,

Teacher's NotesIWhat went wrong? Worksheet •ACTIVITYWhole class: speakingMill drill (For detailed instructions and advice on using milldrills, see the notes for teachers at the beginning of theResource Pack.)AIMTo speak to as many partners as possible, commenting onthings which went wrong on holiday.GRAMMAR AND FUNCTIONSPast modals: should have and shouldn't haveVOCABULARYHoliday activitiesTravelPREPARATIONMake one copy of the worksheet for each group of up to tenstudents. Cut the cards out as indicated. Keep one picture cardfor yourself to demonstrate the activity.TIME20 to 30 minutesPROCEDURE1 Ifthere are more than ten students in the class, dividethem into groups. Give one card to each student in theclass. Keep one for yourself.2 Make snre each student understands that the picture ontheir card shows something that went wrong on holiday.Check they know how to say it.3 Ask the students to comment on what the person shouldhave done and shouldn't have done. They should writeone thing the person should have done next to the tickand one thing they shouldn't have done next to the cross.For example:(Card shows person who went sightseeing and gotlost.)You siwuld have taken a map. [.I]You ShOllldn't have gone on your own. [X]4 When the smdents have done that, ask them to fold theircard so that the picture is on one side and their commentsare on the other side.5 TeU the students that they are going to talk about whatwent wrong using the pictures as prompts. Write anexample dialogue on the board indicating the language thestudents should use.For example:Student A: W11ac went wrong? Student B (looking at the picture on their own card): 1 wem sightseeil1g and got lost.Student A (looking at what's written on the back ofStudent B's card): Dh dear, YOll should have taken amap and you shouldn't have gone on your own.Remind the students that they can use oUght to have andoughtn't to have ifthey like.6 Demonstrate the activity with individual students. TeU thestudents to hold their cards so that the picture is facingthem and the comments written by the students are facingtheir partner. Ask several pairs of students to demonstratethe activity to the whole class, using their cards as prompts.7 Now ask the students to go round the class or group andtalk to as many different partners as possible, using theirpicture cards as prompts. In this part of the activity, thestudents describe the same thing that went wrong severaltimes, but make different comments each time they changepartner.8 When the students have finished, ask them to exchangecards and to go round the class or group again, this timeholding their cards the other way round so the picture isfacing their partner. The students take it in turns todescribe what went wrong using the pictures on theirpartners' cards as prompts. In tIlis part of the activity, thestudents describe a different tl1ing that went wrong eachtime they change partner but repeat the same commentsseveral times.9 The students continue in this way until they have spokento as many different partners as possible.OPTIONFor further revision of this language, the mill drill cards can beused for the following activity.Ask the students to go round the class holding their cards sothat they are concealed from their partners. They should readout their comment in the third person and their partner shouldguess what went wrong.For example:Student A: He shmdd i11lve taken a map and he shouldn'thave gone on his OWll.Student B: Did he get lost?Reward Intermediate Resource Pack. © Susan Kay, 1995 Publis~ed by Heinemann English language TeachIng.

• ISpeculationReward IntermediateResource Packrn© Susan Kay, 1995. Published by Heinemann bgiish Language Teaching. This sheet may be photocopIed and used within the class.

Teacher's Notes[Speculation worksheet.ACTIVITYGroupwork: speakingAIMTo speculate about what may have happened to causesituations illustrated in pictures.GRAMMAR AND FUNCTIONSPast modal verbs: may have, might have and could have tomake speculations about the pastMust have and can't have to talk about something thatprobably or certainly happened in the pastVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group ofup to 24students. Cut the pictures out as indicated.TIME30 minutesPROCEDURE1 Ask the students to work in groups of three and give onepicture to each group.2 Tell the students to write down the number of the pictureon a piece of paper and then to write as many sentences asthey can, speculating about the past events which led up tothe situation in the picture.For example:Picture 1 There must have been aparty. It could have been teenagers. They can'thave known their parents were coming back.The parents must have been away.Encourage them to use the target language. Tell them theyhave got three minutes to do this.3 After three minutes, ask them to give their picture to thegroup ofstudents on their left and to repeat the activitywith the picture they have received.4 Continue like this until each group has had three minuteswith each picture.S Ask the students to take it in turns to read out their group'ssuggestions. The class should choose the most imaginativeideas.Reward Intermediate Resource Pack. e Susan Kay, 1995. Published by Heinemann E~glish Language Teaching.

•Ifonly ]JdRewardtaken more chancesIntermediateResource PackBEATRICE WILLIAMS, 87,LOOKS BACK ON HER LIFE ...iI've always been a sensible person, oneof those people who never go anywherewithout a thennometer, a hot water bottle, araincoat and a parachute.Now I wish 1'd made more mistakes. I wish I'd relaxed more and been sillier. I wish I hadn't taken everything so seriously. I wish I'd taken more trips, climbed more mountains, swum more rivers, watched more sunsets, eaten more ice-cream and picked more daisies. If only I'd taken more chances.~Now THAT YOU ARE 87YEARS OLD, WHAT ARE YOURREGRETS?I've always been a ______________________sort of person.I wish I had been more ___________________I wish I had been less ________________I wish Ihad ____________________________________I wish I hadn't ____________.._________________Ifonly _______________________________NOW GO OUT AND DO ALL THOSE THINGS SO THAT YOU WON'THAVE ANY REGRETS WHEN YOU'RE 87!© Susan Kay, 1995. Published by Heinemann English Language Teaching. ThiS sheet may be photocopied and used within the class.

Teacher's NotesIifonly I'd taken more chances worksheet.ACTIVITY\Vhole class: reading, writing, speakingAIMTo imagine that you are 87 years old, and to talk abollt pastregrets.GRAMMAR AND FUNCTIONSE.xpressing regrets about the past with I wish/If 01111'+past perfectVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each student in the class.Ifyou have an overhead projector, photocopy the picture ofBeatrice Williams, and what she says at the top of theworksheet, onto overhead transparency.TIME20 minutesPROCEDURE1 If you have an overhead projector display the picture ofBeatrice WtIliams, and what she says. Ask the students toread it and make comments about it.2 Then give one copy of the worksheet to each student inthe class and ask them to inlllgine that they are 87 yearsold.3 Tell them that, now that they are 87, they should look backon their lives, think about their regrets and complete theunfinished sentences on their worksheet.4 When they have done that, ask them to compare withother students in the class if they wish.5 Finally, tell them that they should go out and do all thethings they might regret not doing when they're older.OPTIONAsk the smdents to complete the sentences on their worksheetfrom the point ofview of somebody else: either somebodythey know or a famous person.Reward Intermed,ate Re;ource Pack. © Susan Kay. 1995. Published by Heinemonn English language Teaching

• IImagine Reward IntermediateResource Pack""....... "" .. ", ... " .. ., .... "",.,',., ... ,", ......... ,", ....................,."..... ,., .... ".",....... " ..If I hadn't come here today, I would have ...If I'd found £100 on my way here today,I would have ... ___________If I hadn't decided to learn English, I wouldhave ... ______________If I'd met an alien from outer space onmy way here today, I would have ... ____If I'd had time this week. I would have ...If J'd gone to a party last night I would haveIf I had been born a member of the oppositesex. I would have ... _ ..................................... ______If I had been born a member of the oppositesex, my parents would have ..............~____If I had followed my parents advice I wouldhave ... ____ .......... _________If I had met my great-great-grandparents,I would have ... __.~...._.....________..If I'd won the lottery recently, I would have ...If I'd lived before, I would have been ...© Susan Kay, 1995. Published by Heinemann English Lar;9uage Tea(hn9. This sheet may be photocopied and used Within the class.

Teacher's NotesIImagine workSheet.ACTIVITYWhole class: writing, speakingAIMTo write sentences about imaginary situations in the past andtheir results. To pick sentences out of a hat and find out whowrote them by asking questions.GRAMMAR AND FUNCTIONS11lird conditional to talk about an imaginary or unlikelysituation in the past and,to describe its resultVOCABULARYGeneralPREPARATIONMake one copy of the worksheet for each group of three orfour students in the class and cut it up into 12 cards asindicated. You will need a hat or a box for this activity (or twocontainers if there are 20 or more students in the class).TIME20 minutesPROCEDURE1 Choose one of the unfinished sentences from theworksheet and write it on the board. Elicit possible waysof completing the sentence.2 Ask the students to work in groups of three or four for thefirst part of this activity. Give one set of unfinishedsentences to each group.3 Ask the students to spread out the pieces of paper, face down and to take three each. 4 Ask them to complete their three sentences in any way they like. They shOUld not write their names or let the students next to them see what they are writing. S The students now all work together as a class. Put the hat(or box) in the middle ofthe room. If there are 20 or morestudents in the class, divide them into two groups and putone hat in the middle of each group. Ask the students tofold up their completed sentences and put them in the hat.6 Mix up the folded sentences in the hat and then tell theshtdents that, in a moment, they are 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 hatand reading the sentence out.For example:IfI hadn't come here today, I wOllld have stayed in bed.Elicit the question they will need to ask in order to find outwho wrote the sentence:IfYOll hadn't come here today, wOllld YOll have stayedin bed?Ask several shtdents the question lmtil you find the personwho wrote the sentence. Make it clear that even thoughstudents may answer yes to the question, you are lookingfor the person who wrote it, and may need to ask, 'Did youwrite this sentence?'.7 Before the shtdents start the activity, point out that thesecond clause of most of the sentences, begins with IwOllld have... or I wOllldn 't have... and that, although itshould be written without contraction, it is pronounced[,d've or I wOllldn 't've. It is a good idea to practise this withthe whole class using the example sentence and question.S Now ask the students to stand up and take one piece of paper each from the hat. If they choose their own sentence, they should put it back and take another one. 9 They are now ready to go round the class or group askingquestions. All the students in the class do thissimultaneously. When they find the person who wrote thesentence, they should write the person's name on thepiece ofpaper, keep it, and take another one from the hat.10 The students repeat the activity until there are nosentences left in the hat.11 Ask the students to return to their places and count thenumber of completed sentences they have collected. Thestudent with the most sentences is the winner.12 Ask the students to take it in turns to report back to theclass or group on what they found out during the activity.For example:IfHili-Fang hadn 'f come here today, she wOllld havegone shopping.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English Language Teaching.

Teacher's NotesI Thought bubbles Worksheets Progress checkNOTE: Use Worksheets Progress check 36-40a and 36-40b for this activity.and.ACTIVITYPairwork: writing, speakingAIMTo imagine what people in pictures may be thinking and tomatch 'thought bubbles' to people in pictures.GRAMMAR AND FUNCTIONSExpressing an opinion: In my opinion ...Expressing regrets: I wish ..., Ifonly ..., I should have ...,J shouldn't have ...Third conditional to talk about imaginary situations anddescribe their results: IfJ had ..., IfJ hadn 'f ...VOCABULARY~,eneraIPREPARATIONMake one copy of Worksheets 36-40a and 36-40b for eachpair of sUldents in the class.TIME30 minutesPROCEDURE1 Ask the students to work in pairs and give a copy of bothworksheets to each pair. Display the pictures and explainthat the students are going to write down what they thinkthe person in each picture is thinking.2 Ask them to complete one of the sentences on Worksheet36-40b for each of die ten pictures, in any order they like.They should not indicate on their worksheet which picturecorresponds to each sentence, but they can write down thecorresponding numbers and letters separately if necessary.They should not let the studenrs next to them see whatthey are writing. Encourage the students to be asimaginative or as amusing as possible.3 When they have completed all their sentences, ask them toexchange worksheets with another pair of students.4 Now ask the pairs of students to match a picture to eachsentence on the worksheet they have received.5 When they have done that, ask them to check whetherthey have guessed correctly.6 The class can vote for the best 'thought bubble' for eachpicture.Reward Intermediate Resource Pack. © Susan Kay. 1995. Published by Heinemann English language Teaching.

Progress check~ IThoughtbubbksReward IntermediateResource Pack• "iii11 I~I~----~--------_i--------i[II© Susan Kay, 1995 PublIShed by Heinemann English language Teaching. Tn;, sheet may be phDtDcopied and used within the class.

Progress checkI Thought bubblesReward IntermediateResource Pack-. 1 In my opinion II should have 3 I shouldn't have 4 I wish 5 I wish 6 If only 7 If only 8 If I'd 9 If I hadn't 10© Susun Kay, 1995 Published by Heinemann English language Teaching. This sheet olay be photocopied and used within the dass.