For a2lIlpk : Teacher: Where'sthe compu ter? StudOll: Near the door. Teacher: Where'stire bin? Student: Unaer the video. Mue sure eachsrudauknows how to say where their own ob;ett is. They must not showtheir own worksheet to tilt Olherstudents. If a studmt ooesn'r know where an ob;a:tis, they should answerJdon'l know. When their partnertrUsthem where an obj«t is, they should draw it on their own p icture. Ifstudents have problems with dr. Note that when the students have spoken to more than one person, they will be.
Thepictures should be Identical. Cut o ut the cards below as indicated and give o ne to each student in the group. The students draw the ob ject on their picture according 10the insullct:ions on their card and then follo w the procedureas above.
There are some keys on the desk. There are some glasses on the video recorder. There's a coat on t, the chair. There's a mobile phone next to the computer. There's a camera under the table. There's a pen in the bin. There's a calcu lator on the co m puter. There'sa notebook on the television. Provide dice: and counters fo r each group. Place: the rest of thecards face: down in a pile on the table. The firs:l: player to throw a siJ: stattS the: game. Forexample:: a bath,a drink,dinner Tell the: students 1b3l they are g0in8 to pby a game: where they match verbsand other words in this way.
While they an: playing, goround [0 each group and check they arc playing correctly, Be on hand to answer questions and offer hd p.
If the group thinks it is correct, PlayerA puts the card to the bottom of the pile on the table and it is Player B'srum to play. If Player A hasn't glXaword or expresscn that goes with the verb. Teacher's Notes IPhoto album worksheet. Tell them that, in a momrnt, t:hq aregoing to talk to thdr partners about them. For example, have they got. Teach er's Notes IWhen and what? For example: At 7. For example: Student 1: Yougetup.
Teacher; No,I don 'I. Student 2: You have a snouer. Now complete theexample sentence on theboard: At 7. Explain that thisissomething you do every day - it's a routine activity. Ifnecessary, give another example usinga different prepoeuon of time. For example: Between 6and 7 in the evening Jgo to the gym.
Ask them to write who the member oftheir f. Theymust not let the other students in the class see what they are writing. Encourage them to use a variety of prepositions of time. Repeat the acnvlty, trying to guess what a member of their family does. OPTION Give a new copy of the worksheet to each student in the class and askthem to li11 it in with details about thcir weekend routine. To write briddescriptions of the pictures.
IAn there? Theyshould sit facing one another. S Bidt the language they will need to askand answer questions about thepictures by inviting the sudenrs to ask youabout a room in yourhome. For example: Sitting room :. Are there any armdr4irs? Is there a television? Theyshould keep a record of the number of similarities they find. Encounge them to use the target language, induding negative sentences.
For example: 11Jef'e aren'tany curtains. What I watch on televslcn! What time I get up on Sawrdays1 What sports I play! What time I go to sleep? When I relax! Tdi them it is OKIDeave a space next to anyactivitiesdq d on't do.
Student 2: Breadandjam. Studttlt 1: So do L Smlknts 1 and 2 ric each cxhc:r'soamc:sin t. You mzy also W2t1t to use the: apression so do J for this panof the activity. For example: Petraeats breadlor breoJifast and sodoL Sti! TIME 2Ominul. TeUthe students not to show their picture 10 their partner. The woman outside the cafeisplaying a guitar. S The bus is almosl: empty.
Then ask them 10 p. Teacher's Notes IDaily routine worksheet. TIME 20 minute! Hthis is a new class, explainthatthey aregoing to find out how good theyareatguessing. Student B: Yes, Ido. Doyou often urear trainers? Student It:. I den'L The studmts sbouId put a tick or aCJU5S in the end cotumn next to each question, ckpcnding on whmlcr they haveguessed correctly or not 7 Vhm the studcrus have finished checking their predictions with their partner, they should add up their total nwnbcr ofrightguesses and comparescores.
Toask and answer quotions about travdling. The:correct questions arc: A I Do you often travel by plane? OR Which seat do youprefer; a u'itutou'Dr an aisleseal. Do 'OU Ii«airlinefood! B 1 Doyou like tratlf! S Now ask them to work with a partner from the:othtt group ie a student from Group Ashould work with1 student from Group 8. They do not have to writt lbwn the additional infonnation. Teacher's Notes ICan you makea cake? AIM To speak to as many partners as possible.
CUtthe worksheet up into cards as indicated. You will need to keepone card fo r yourselfto demonstrate the """"'Y. Giveone picture card to each student in the class. Keepone Coryourself. Write an example diaJogue on the board. For example: Student A: Canyoumakeacake?
Student B: No. Jran't: Can you play the piano? Studentk Yes, Jcan. TeUthe students to hold theircards so that theside with the picture on is being them. Students askthe questions using theirpicture card'S as prompts and answer the questions honestly. In thispan of me activity, the students repeat the same question several times bUI pracuse different answers each timethey change partner. The studans takeit in turns to askquestions using thepictures on mar partners' cards asprompts.
In this part. For example: Student A: Canyou make a cake? Student 8: Yes, Jcan. Student A: SO can!. Student A: No. Student A. ResourcePee Teach er's Notes IWherecan J buy some bread? Point out mat there aresome: names of placesmissing on thrir plan.
Tc:U them not ro show rhdr planto their panna at any time: during this activity. Explainthat the: places which are missingfrom their planaremarked on their partner's plan. Theyare going to askfor. Elicitthe: answer. There'sa caft in. Ask another quotion: Where canI set afUm? Each time:thc:y find apace ontheir plan according 10 tbtir parmer'e instructions.
Tdl the: stUdentsthat they ee at the Tourist Information Offict. Theyshould ask for and give: directions orthe placesrhc:y need to find. Forexample: Student A:. Student B: Yet, there is. Go upCornStreet anditson the kft, next to tiretravel agent's, Student A:. Ohyes,tnaneyou: Student A writes the: name ofthe:place on their plan. Student A: Yes, there is. Student B: Ohyes.
Reward Elementary Resource Pack ]You ere singingan-opere. You are doing the Ironing. Youare reading a sed story. You lire w atching a funny fil m. You are buying some flowers. You are rid ing a bicycle up a hill.
You arc writi ng a romantic letter. You are looking at paintings In an art gallery. You are waiting to see the d entist. You are drinking a very hot cup of tea. You are. You ere looking in the mirror. You are having a sauna. YoU arc learning to drive.
You are speaking In public. You are: eating something you don't like. You are making a sandwich. You lire standing In a crowded bus. You are watching a horror film. You are running to catch a bus.
Teacher's Notes IWhat am I doing? Mime something simple like eatinga pizza. You do not have to be a brilliant mime artist, but it is essential that you are willingto mime enthusiasticallyand nOI be embarrassed - thiswill put the students at ease when it is their tum 10 do amime.
While you art miming, encourage the students to callout guesses as soon as they have an idea. Make sure theyare using the present continuous. If necessary, mimeanother activity, for example makinga cup of tea.
Before they begin , divide them into teams of fiveto eight. If hislhcr learndo not guessthe activity correctly, the other teams are allowed to guess. Teams score two points fora correct guess. The team with the highestscore are the winners. OPTION If you think your students may be embarrassed to mimein fro nt of the whole class,or if you have a verylarge class, mnt one copy of the worksheet for each group of fiveto eight students and ask them to do the activity in their groups.
Everybody in theclass ate some meat yesterday. Everybody in the class bought some cigarettes yesterday. Everybody in theclass did some sport last week. Everybody in the class had dinner at home yesterday. Everybody in the class spent some money yesterday evening.
Everybody in the class went out last night. Everybody in the class wrotesome letters last weekend. Everybody in the class madesome telephone calls yesterday. Cut the cards out as indiotrd. Por example. Then cross thesaternem OUI andwrite the correct information. Nine studenn didn't eat any vegetablesyesterday. Now Idl the 5lUdmlSdut they aregoingto correct similar statements. Give one cardto each student in the cass. Teacher's Notes IHow was yourholiday?
AIM To speak to as many partners as possible, asking and answering questionsabout a holiday. Cut the: worksheet up into cuds, bdng carduJ to cut andfold 2. Beon hand to help the srudents and make sure they write' appropriate adlecuves for their plcrures. For example: weather: hold: flight. Fornample: Srudcot A: Hou:timyour holiday?
Student B: II uw great. Student B: It was1I0t and S"'" ny. Tell the students to hokf their canis so thai thepicture is facing them and the question prcmpe i5f. K:ing their partner. Askseveral fJiitS ci students to demonstt:iue the activity to the whole class, using the cards as prompts.
In this pan otlht actiity, the students ask a different question. The students take it in turns to ask and answer questions using the cards as prompts. In this pan o the activity, the students ask the same: question. On an average day, how many people FlND Olfl". On an average day, h ow many peop le FIND our. On an average day, how man y p eople FINn our. Teacher's Notes IHealth survey workSheet. In particular.
O" J' onepersonaoesn't eat In ' grwn! SlIl'Vq' carried out into the health habitsof British people. Reward Elementary Resource Pad. TS o"? What I bring 0 the party? What I do this weekend! Macmillan PublIshers LJmrte'd 7. Teacher's Notes IWhat shall we do? Cut the w ork Give one fo lded C'Md to each student in the cla. Keepone for yourself. Sugges tion:play tennts 3 When the students have done m at, ask them to fold their card so that the questio n is o n one side and the suggesuon is on the other side.
Student IS: ters go to the cinema: 5 Demonstrate the activity with individual students. Tell the students to hold their card" so that the questio n is facing them and the suggesoon on the other side is facing their partner. In hL.. Tbe students take it in turns to a. In this pan of the ac thity.
Teacher's Notes, IWhat are you like? Now ask them to w rite For Mat the bottom of the page according to whether they have written the name of woman F or aman M. They should then give it to the stu dent on their left. This is their new pentriend.
OPTION The students can use the same w orksheet to write a reply to their penfrtend by filling in the blanks with real details about themselves. Alternatively, ask the studen ts to use the same worksheet to write a description of somebody else in the class or ofa famous person for the rest of the class to guess. H elshe went with I I I 1 travelled by Every new employee received a ' starter pack ' including 'Heroes' program information and invitations to visit the 'Heroes' Not interleaved.
Von Greenall , Simon. The Higher Education Funding Council has granted the University additional resources to support the review and development of our systems , policies and business processes to ensure we recruit , retain , reward and develop our staff.
Shop For a selection of resources such as playground activity leader PAL tabards, playtime audit, playtime reward pads, Skip to content. Building on the knowledge of Law that gained at AS, the book gives students all they need to know for their exams. All the information for the Special Study option is covered providing students with the right skills development needed for students to be successful in their work.
Exam questions and key revision points are provided at the end of each unit, so students can face their exams with confidence. Linked with the use of the pupil book The Commonwealth: a Family of Nations, these photocopiable resources provide active learning experiences through accessible, attractively presented, high quality information.
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