Speaking Activity 1 GROUP WORK Board game

UNIT 1 LESSON 1

Target Language Materials

Be: singular statements
Each group of students needs: one
worksheet cut into a game board and
15 cards; one die (or coin for tossing);
three or four place markers (coins, poker
chips, etc.)

The player takes the card on top of the pile and

PREPARATION (5 minutes)
Write the subject pronoun I on the board. Then
write teacher. Say I’m a teacher. Repeat with the
words she and architect. (She’s an architect.)
Write a few more singular subject pronouns and
occupations on the board and call on students
to form sentences with be. Make sure to use at
least one occupation that begins with a vowel,
to practice a / an.
Make one or two of the previous sentences
negative. (I’m not a student. She’s not an
architect.) Write a few more singular subject
pronouns and occupations on the board and
call on students to form negative sentences
with be.
If necessary, review the terms affirmative
statement and negative statement.
uses the subject pronoun on the card and the
occupation on the space to make a sentence
with be. (Each card has a subject pronoun and
affirmative or negative, indicating the type of
statement players are to make.) For example,
if the player lands on the architect square and
chooses a card that says She (affirmative), then
the correct answer is She’s an architect.
If the sentence is grammatically correct, the
player stays on that space. If the sentence is
incorrect, the player moves back to the space
where he or she began that turn.
Play continues in this way among all players.
Circulate as students are playing to help them
judge the correctness of their sentences.
The first player to reach END wins.

OPTIONS / ALTERNATIVES (15–20 minutes)

PROCEDURE (15–20 minutes)
For additional practice, have students make
Put students in groups of two, three, or four. two sentences on each turn, one with
the uncontracted form and one with the
Have someone in each group mix up the cards
contraction.
and place them facedown in a pile.
If using a coin for tossing, you may want
Explain the game: The first player tosses the
to designate one side as move two spaces and
coin or rolls the die. (If using a coin, designate Copyright © 2015 by Pearson Education, Inc.
the other side as move three spaces, to speed
one side as move one space and the other side
up the game.
as move two spaces.) The player moves
his or her marker the indicated number of
spaces and reads aloud the occupation on
that space.

Top Notch Fundamentals, Third Edition LESSON PLAN 1

 student
singer
athlete
a
artist

arch
architect musician

flight
actor
attendant

banker athlete END

singer

artist

musician
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

START flight
attendant
teacher

actor
banker
student

I I You You He
(affirmative) (negative) (affirmative) (negative) (affirmative)

He She She I I
(negative) (affirmative) (negative) (affirmative) (negative)

You You He He She

(affirmative) (negative) (affirmative) (negative) (affirmative)

2 UNIT 1, SPEAKING ACTIVITY 1 Top Notch Fundamentals, Third Edition

 Speaking Activity 2 GROUP WORK Concentration
UNIT 1 LESSON 2

Target Language Materials

One worksheet cut into 32 cards for each
Occupations vocabulary
group of students

The next student takes his or her turn and flips

PREPARATION (2–3 minutes)
over any two cards. One or both cards may be
the same as the ones the first student flipped
Review the occupations on Student’s Book
over, or they may be two different cards.
pages 4 and 6. Read the occupations aloud
and have students repeat after you. Again, if the cards match, the student picks
up these two cards and takes another turn.
If the cards do not match, the student turns
PROCEDURE (10–15 minutes) the cards over and returns them to their
original positions.
Put students in groups of two, three, or four.
Play continues in this way until all cards have
Have someone in each group mix up the cards been matched. The student with the most
and spread them out facedown on a desk in cards at the end of the game wins.
a grid.
Explain the game: One student in each group
OPTIONS / ALTERNATIVES (10–15 minutes)
flips over any two cards.
If the card is a picture, the student should name As time permits, have students mix up the cards
the occupation shown. If the card is a word, and play again.
the student should read the word aloud.
If the cards match (a picture card and a word
card with the corresponding occupation), the
student picks up these two cards, sets them
aside, and takes another turn.
If the cards do not match, the student turns the
cards over again, leaving them in their original
positions. As much as possible, students should
try to remember the location of each card as it
is flipped over.

Copyright © 2015 by Pearson Education, Inc.

Top Notch Fundamentals, Third Edition LESSON PLAN 3

 Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

4
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lg^iZg VXidg iZVX]Zg
ViiZcYVci

UNIT 1, SPEAKING ACTIVITY 2

Zc\^cZZg Vi]aZiZ YdXidg e]did\gVe]Zg

e^adi bjh^X^Vc hijYZci hX^Zci^hi

WVc`Zg Vgi^hi h^c\Zg X]Z[

Top Notch Fundamentals, Third Edition

 Speaking Activity 3 PAIR WORK Information gap
UNIT 1 LESSON 3

Target Language Materials

One worksheet cut in half for each pair of
Alphabet vocabulary
students; pen or pencil

PREPARATION (5 minutes) Answer Key

1. Amy (eimi)
Review the alphabet on page 8 in the Student’s Book. Divide
the class into two groups and have them say the alphabet 2. Jack (k)
chorally, alternating letters. 3. Kurt (kt)
Then review the social language. Say I’m [your name]. Then 4. Allen (lən)
spell your name aloud as you write it on the board. Ask a
5. Lee (li)
student How do you spell your name? Repeat with one or two
more students. Write their names on the board as they 6. Fumiko (fumikoυ)
spell them. 7. Sammy (smi)
8. Martin (martin)
PROCEDURE (10 minutes) 9. Lisa (lisə)
10. Cassie (ksi)
Put students in pairs. Give one Student A list and one
Student B list to each pair.
Explain the activity: Student A looks at item 1 and says I’m
Amy. Student B asks How do you spell that? Student A spells
the name. Student B writes the name on the line on
his or her worksheet.
Then Student B looks at item 2 and says I’m Jack, and
Student A asks for the spelling and writes the name.
Refer to the pronunciation guide in the Answer Key to the
right if students need help pronouncing the names.
Point out that whoever has the ◆ sign begins the
conversation. Students continue to spell and write names
until they both have a complete list.
Students compare their lists to check their answers.
Copyright © 2015 by Pearson Education, Inc.

OPTIONS / ALTERNATIVES (5–10 minutes)

After students have completed their lists, Student A spells

back to Student B the names he or she wrote to check the
spelling. Then Student B spells back to Student A the names
he or she wrote.

Top Notch Fundamentals, Third Edition LESSON PLAN 5

 Student A
◆ 1. Amy
2.
◆ 3. Kurt
4.
◆ 5. Lee
6.
◆ 7. Sammy
8.
◆ 9. Lisa
10.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Student B
1.
◆ 2. Jack
3.
◆ 4. Allen
5.
◆ 6. Fumiko
7.
◆ 8. Martin
9.
◆ 10. Cassie

6 UNIT 1, SPEAKING ACTIVITY 3 Top Notch Fundamentals, Third Edition