Copy & Go Ready-made Interactive Activities for Busy Teachers Joan Saslow m Allen Ascher with Wendy Pratt LongCopy a Go Ready-made Interactive Activities for Busy Teachers Joan Saslow m Allen Ascher with Wendy Pratt Long‘Top Notch Copy & Ga 3 Resdy-made Interactive Activities for Busy Teachers Copyright © 2006 by Pearson Edlucation, Inc. Allrights served, No part ef this publication may be reproduced, stored in a retrieval system, or ransinitted in any form or by any means, slectronie, mechanical photocopying. wcarding, or otherwise, ‘without the prior permission of the publisher. Pearson Education, 10 Bank Stree, White Pains, NY 10506 Editorial director: Pamela Fishman Senior development editor: Jessie Miller Sovth Associate development editor: Judy Li Vice president, director of design and production: Rhea Banker Director of electronic production: Aliza Greenblatt Managing editor: Michael Kemper Senior pmduction editor Sasha Kintaler Artdicector: Ann France Senior manbfacturing buyer: Dave Dickey Text composition: The Mazer Corporation Full-service precluction provided by Cametat Editorial Services Text font: 1/12 Palatino Cover photograph: “From Above,” by Rhea Barker. Copyright © 2005 Rhea Barker Photo credite: page 31: (tp left) Jose Luis Pelaez Inc. /Corbis: (top right) lames P.Blair/ Corbis: bottoms let) Thinkstock: (battom right) fim Arbogast/Gelty Images Illustration credits: Stephen Attoe: pages 37,67, 79,79; Deborah Cmte: page 77; Leanne Franson: page 25; Brian Hughes pages 67, 75: Suzanne Mogenser: page 25; ‘Dusan Pelvgic: pages 13, 62; Gail Plazza: page 13. ISBN: SN1A5-7 Printed in the United States of America 456789 1¢-VHG-10 09 08 07INTRODUCTION Copy & Gp 3 gives students additional practice with the vocabulary, grammatical structures, and social language presented in the Top Notch 3 Student's Book. With an emphasis on goal-oriented language usage, Copy & Go 3 is intended to provide students with extensive speaking practice that is useful, interesting, and above all, fun. Copy & Go 3 consists of two parts. The first part contains 40 reproducible classroom activities—iour per unit (one per lesson)—each taking between 20 and 30 minutes of classroom time. These include role plays, information-gap activities, board games, card games, and charades—all designed to get students to interact in pairs and small groups with minimal teacher input. The task-oriented nature of the activities encourages students to recycle vocabulary from the units, to practice the grammatical structures, and to use the social language in an unself-conscious manner, combining the elements of production and practice seamlessly and painlessly. A lesson plan for each activity is provided. While itis possible for teachers to pick and choose these activities for use aS a post-unit review, it is recommended that teachers use the activities as an immediate reinforcement following each lesson. LESSON PLAN The lessen plan that accompanies each reproducible activity provides the following, information > Activity Type—the type of exercise; for example, board game rammatical structures, and > Target Language—the specific vocabulary, formation questions social language being covered; for example, > Materials—notes for preparation of the worksheets as well as other supplies needed; for example, dice, coins, markers, and pencils > Preparation—suggestions for a presentation of the target structures and background information that students will need in order to carry out the activity > Procedure—step-by-step instructions for carrying out the activity > Options/Aiternatives—alternative methods of performing the activity (for example, different group sizes, faster/slower options), as well as possible extensions of the activity > Answer Key—where applicable ‘The second part contains ten “Find Someone Who . ..” activities that correspond to the ten units in the Student’s Book. They are designed to get your students to stand up and mingle in order to talk with and get information from each other. Instructions on how to use these "sta activities can be found on page 82 COPY&GO 3» INTRODUCTION iiiCONTENTS Unit: Lesson ‘etvity Aativity Type Target Language tat | © tueerfeser Jnformation gap Tag questions 1:2 | @ Whatcame st? Cad game The past perfect 1:3 | © Howmuchdoyoutnow? | Triviagame Beir cultural iterate Manners and etiquette vocabulary 1 | @ Awurwy survey Discussing how culture changes Discusion over tie 21 | © remardehungry. Charades Must 2:2 | © dinget Biego game Dental emrgendes vorabulay Symptoms vocabulay [2a | © dotheymarch? Concentration “pes of medical treatments 2:4 | © Avisieothedoctor Cerwverstion Making anappolntrent Describing symptoms ata doctors ofce 3H Were does Tom get Information gap The passive @usatve hisheircu? 3:2 | ® Conyourecommend suvey Asking fora recommendation ‘arycleaner? 333 © Service tivio Cord game Services vocabulary Adjectives to desrbe services 34 | @ Braet Bingo game | steps for planning a social event 4:1 | © Hewosgoingtocctdnner.. | Sentence-creationcad game | Waswere going 2 4:2 | @ Conversion Roe play Perfect modals | 43 | @ Aeyouortsticr Find someone who . Discussing sis and abilities 4:4 | @ Footyourclassmates Two truths anda fb Discussing work and if declsions Wauwere going ta and would Pertact modas 5:1 | © rakaboutrondoys Sentence-complevon game Ways to commemorstea holday Adjective dauses 5:2 | @ conceihecros Board game Adjective clauses with subject and ‘objec relative pronouns 5:3 | © wnorheaay nin Questions ame Describing a holday 5:4 | @ Doyoutnowtheanswer? | Tivia game Getting maried vocabulary Ways to commemoratea Foiday vocabulary iv copysGo 3» CONTENTSUnit: Lesson. Activity Activity Type ‘Target Language 6:1 | @ Shesaid:o wmdown therado, | Charades Inciect spec: imperatives 6:2 | © whatdidshesay? Board game Indlect speech: say and tll Tense changes 6:3 | ® wnarsmosrimpontany | Discussion Emergency proporatons ard supp 6 | ® Binge Bingo game | severe srmather evens weiter Emergency preperation: avd supplies woxabulary 71 | & Cenyoureltme...? Questions and answers Noun clausestembedded questions 72 ® Whardoyou think? Guessing game ‘Noun clauses as direct objects 73 | © Nemetherending materia. | Reading materials game “Types of books vocabulary Discussing reading rnatera's 74 | @ doyorerjoynovel? Find someone who... Describing eadng habits Some ways to ey Books agains, ‘ard newipanesvecabulary 8:1 | © trounasonewish.. sentencecenstuction game | Thepresert unre conditional 8:2 | @ ceweaconersaton, conversation ‘Accepting responsibilty fore mistake “The past unreal coneltonal 2:2 | @ Mycoristfiint Card game Descriptive adjectives 2:4 | @ Tinetnegane Card game Discussing the impact of key inventions inistory 9:1 | B Neungame Boardgane Nor-count nouns for abstract ideas 9:2 | @ dotheymareh? Concentration Folica terms Some controversial sues 93 © Crossword purzie Infarmation-gap crossword puzzle | Unit9 social language, vocebulary, grammar 9:4 | & wnyeosournink nar? Discusion Discussing controversial sues pltely Debating the pros and cons of sea 10:1 | © testooccdtogo:winming. | Board game Infritives with oo 10:2 | @ Gueeethecaunry. 2oquestions Prepositions of place 10:3 | © Newmtworitbingo Bingo game | The natura world vocabulary toa — | @ vecabulery card game Ouestion and answer game Thematural world vocabulary | “Find Someone Who...” Activities . sesso page 82 COPY&GO 3» CONTENTS vACTIVITY 11 > True or false? Unit 1> Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Pair warkinformation gap Tag questions ‘One copy of the worksheet cut in half for leach pairof students, pens/pendis Preparation (5 minutes) > Write on the board a few sentences about yourself, using a variety of tenses. Some sentences should be true, and some should be false. For example: Twas born in Canada, J didn't grow up in Hong Kong. Vm an architect. V'm going to fly to Munich tonight > Callon students to confirm each statement by asking you a tag question. Remind them to form their questions based on whether or not they think the information is true, (You were born in Canada, weren't you? You didn't grow 1yp in Hong Kong, did you? You're not ant architect, ‘are you? etc.) > Answer the questions with short answers. Procedure (10-15 minutes) > Have students form pairs. Distribute half a worksheet to each student, > ive students a few minutes to complete the first column of the worksheets. They should use true information for some sentences, and they should make up false information for some, Make sure students fill in only the first column at this point 2 LESSON PLAN > Explain the activity: Partners switch worksheets. Student A reads the first sentence on Student B’s worksheet. He/she asks a tag question to confirm the information. He/she should form the question based on what he/she expects the ansiver to be. > For example, if Student B wrote I was for in Vietnam, but Student A thinks the sentence is false, then he/she asks You weren't eren’t born in Vietnam, were you? Tf Student A thinks the sentence is true, then he/she asks You were born in Vienna, weren't you? > Based on Student B’s answer, Student A then marks the original sentence True or False. If the sentence is false, then he/she asks about and notes the correct information on the worksheet > Students continue as abov asking about each sentenc students have asked questions their partner's information. king turns: both ibout all of Options/Alternatives (5 minutes) > Invite students to share with the class information they learned about their partners,Student A’s Sentences True or False? (Student 8 to fill in.) True Information (Student 8 to fill in if Student As sentence is false.) Twas born in —____. TOF 1 grew up in TOF Ten TOF Tve never been to TOF Tonight I'm going to TOF Tike alot. TOF lam : TOF [don’t usually ——___ TOF Cxpyright © 2006 by Pearin luc Student B’s Sentences True or False? (Student & to fil in.) True Information (Student A to Fill in if Student B’s sentence is false.) Twas bom jn TOF Tgrew up in TOF ten —___. aL Tve never been to TF Tonight I'm going to TOF Tike —___a tot. TF Lan TOF PHOTOCOPIABLE Tdon’t usually | copyaco 3» aciTy1 3ACTIVITY 2 > What came first? Unit 1 > Lesson 2 ACTIVITY TYPE Group works card game ‘The past perfect Preparation (5 minutes) > Write the following two sentences on the board: When Harry went fo Rome, he had already started nis Malian class When Harry started his Italian class, he Fat already gone to Rome, > Call on a student to explain the difference between the two sentences. (In the first sentence, Harry started his Italian class, then he went to Rome. In the second, Harry went to Rome, then he started his Italian cla: > \Write the following two phrases on the board First: The store closed. Second: I got to the store. Invite stuclents to make possible sentences in the past perfect. (By the time I gob to the store, it Jhad closed. I got to the store after it ad closed.) Procedure (15 minutes) > Have students form groups of two, three, or four, One player in each group mixes up the cards and places them facedown ia a pile. > Explain the game: The first player takes a card and reads the two sentencer alpud. lo/sha makes one sentence in the past perfect with the information on the card, Entourage sludents to use time expressions, such as before, after, yet, already, by the tine, etc > Note: the sentence must be correct in grammar as well as meaning ‘Answer Key (Possible responsesy other responses may be acceptable} People hadalready olderedthe book After he had studied for four hours Poul ‘anline before it became avaliable in dedded to take a brea. stores. By the time someone said Dr. Jones was the professor! hd already called her by hertiest name. When winter offically started it hed already snowed 5 centimeters. {had lived inthe apartment for only @ year wren | moved a Weld already paid for the hotel by the time we arrived. 4 LESSON PLAN phone rang. ‘TARGET LANGUAGE Jockle had studied biology with me ‘before we worked together. ‘The thief had already left wher Kim realized her wallet wasmissing, ‘We hadiyt yet left thehouse when tne He had olteady learned to cookby the time he moved Into his own apartment. MATERIALS Each group needs one worksheet cut Into cards. scrap paper for keeping score, Pensipencils > If the sentence is correct, the player gets one point. He/she then has a choice. The player may fake the one point and end his/her tum. Or, the player may take another card and make another sentence for the opportunity to get one more point. If the player makes @ Correct sentence, he/she then gets two points. However, if the sentence is incorrect, the layer gets zero points for that tum, even if e/she previously made a correct sentence, > The student must decide if he/she will take another tum before taking the next card. If a student takes a card, he/she must take the turn. > Any time a player doesn’t make a correct sentence, his/her tur is over and he/she receives no points. > Ifast turn jent draws a Lose a tura card, his/her immediately over. > Onany one turn, each player must turn over at least one card, but not more than three. > Play continues until there are no more cards. The player with the most points wi Options/Alternatives (10-15 minutes) > Fora simpler version of the game, have students only teke one card per turn, They get one point for a correct sentence and no points for an incorrect sentence. For this altemative, don’t use the Lesea turn cards When the children wen to schoalithey hagnt yet eaten breakfast, The TV program hed been popular for five years before it was cancelled Jenny had taken keting lessons fora month belore she finally learned how to knit. Ithod already gotten dask by the time the farilyate diane. “They nad been marred for less than two years when their fist child was born.First: The children didn’t eat breakfast. Second: The children went to school, First: People ordered the book online, Second: The book became available in stores. First: The TV program was popular for five years. Second: The TV program was cancelled. First: | called Dr. Jones by her first name. Second: Someone soid she wos the professor. First: Jenny took kitting lessons for a month. Second: Jenny finally learned how to knit. First: It got dark. Second: The fomily ate dinner. ‘rst: We paid for the hotel. Second: We arrived at the hotel. First: They were married for less than two years. Seconds Their first child was born. sts Poul studied for four hours. Lose atumn (Your turn is ever. You got O poins for Second: Paul decided to take o break, {ony sentences you have made on this turn.) Lose a tuin. (Your tum is over. You get O points for ony sentences you have made on this tum.) First: Jackie studied biology with me. Second: Jackie ond | worked together. Firsts The thief left Second: Kim realized her wallet was missing. Lose a turn. (Your tum is over. You get O points for ony sentences you have made on this turn.) Lose a turn. (Your turn is over. You get 0 points for tony sentences you have made on this tum.) rst: We didn't leave the house, Second: The phone rang. First: He learned to cook. Second: He moved into his own apartment. PHOTOCOPIABLE copyaco 3» actiVITY2 5ACTIVITY 3 > How much do you know? Unit 1> Lesson 3 ACTIVITY TYPE ‘TARGET LANGUAGE MATERIALS Group work trivia game Being culturally iterate: manners and | Each croup needs onecopy of the etiquette vocabulary, worksheet cut into cards, scrap paper for keeping score, pens/pencis Preparation (5 minutes) > Read aloud the manners and etiquette definitions on Student's Book page 8, Have students say the correct vocabulary word aloud after you read the definition > Invite students to give examples of etiquette in your country or another one. For example, In this country, i's customary to kiss people when you greet then. in Great Britain it's impolite to arrive Tate to a meeting. Procedure (15 minutes) > Have students form groups of two, three, or four. One player mixes up the cards within each set and places them facedown in two different piles—one pile of one-point cards, and another pile of two-point cards. (The number on the card indicates the number of points.) > Explain the activity: The first player decides whether he/she wants to draw a card worth one or two points, (One-point questions are easier, based on information in the unit. Two-point questions are more difficult, based on specific examples of etiquette in specific cultures.) The player to his/her right takes a card from the corresponding pile and reads the card aloud. > Ifthe player answers True or False correctly, he/she gets the corresponding number of points. Players keep score as they play. > Play continues among all players as described above. > The first player to get ten points wins. Options/Alternatives (15-20 minutes) > Instead of having students choose the difficulty level for each turn, have them mix all of the cards together and play as above, but with one pile of cards 6 LESSON PLAN© itis considered impolite to show the soles of your fect in Russia. (True. They are considered very dirty.) © Etiquette refers to the rules of polite behavior, (True) © itis offensive to give white flowers to a person in Taiwan. © Different cutures and places have different rules of etiquette. } trues | (true. White flowers are generally for funerals.) © ityou aren't sure how to address someone, you} @ Handshakes and kisses are customary greetings ‘can ask what the person would lke to be called. in Spain. (True) True.) © In Laos, it is customary to take off your shoes before you enter a person's home (True) © Using a person's first name is usually less formal than using a person's title and last name. (True) © In Venezuela, you should call people by their titles unt they tell you to use their first names, (True. © You can make small talk with a person to get to ‘know him or her better. True.) © Punctuality refers to respecting the cultures © Punctuality is generally important in Great Britain, of others. | crue) (False. Itrefers to social rules about being on time.) : @ itis good table manners to put your elbows on the table in the U.S (Fatse, its bad table manners.) © ff you want to be culturally literate, you should try tobe impolite in every culture. |False. You shoula be polite.) © The wai is @ customary greeting in Brazil. + @ The number 4 is considered a lucky number t in China. [Faiso. This number is considered unlucky in China) (False. Tho wai is a customary greeting in Thailand.) © itis taboo to be late for social events in Mexico, (False. Punctuality is not extremely important for social events) © 11 something is offensive in a culture, then it's good etiquette to doit (False. Don’t do anything considered offensive.) © it you are ona first-name basis with someone, | © In Saudi Arabia. itis impolite to eat with your then you probably don't use their tile when you right hand. talk to them, (Fase. The eft hand is considered unclean. Try not to (Trve.) use ith © in Egypt, it is polite to eat everything on your piata } (False. It's a compliment to leave food on your plate.) © intoday's world, cultural literacy is essential to success and good relations with others. True.) © itis taboo to greet peaple with 3 bow in many Asian countries, ® Iris taboo to (True. For example, beef is taboo in Hindu cultures because the cow is sacred.) t boofin some cultures, (False. {Lis customary in many Asian countries.) PHOTOCOPIABLE copysco 3» acriviiy3s 7ACTIVITY 4 > A survey Unit 1> Lesson 4 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Pair work survey; Whole class:discussion | Discussing how culture changes ‘One worksheet cut in half foreach pelt over time of students pens/pencis Preparation (5 minutes) > Write the following sentence on the board: It is better to use first names ai work than titles. Call on a voluniver to say whether he/she agrees or disagrees with the sentence. Ask the student to explain his/her answer. Encourage other students to share their opinions as well > As much as possible, prompt students to say more. For example, ask Do you think that people feel more respectful when they use titles? How can people change the custom of using titles /first ‘names al work? Allow students to ask each other questions to facilitate the conversation. > Depending on the length of the first discussion, you may repeat the activity with the following sentence: Formal table manners are unnecessary. Procedure (10-15 minutes) > Have students form pairs. Distribute one survey to each student > Explain the activity: Student A reads aloud the first statement. Student B says wither he/she agrees or disagrees with the statement Student A records Student D’s answer on his/her survey form. Encourage students to te reasons to explain their opinions. Partners continue in this wey until Student B has given his/her opinion on each statement. > Stuclents switch roles: Student B reads the sentences, and Student A gives his/her opinions. 8 LESSON PLAN > Encourage partners to ask one another follow- up questions to learn more information about their answers. > After partners have completed their surveys, reconvene the class. Tally the responses to each statement. Encourage students to share With the class reasons for their opinions Options/Alternatives (15-20 minutes) > Have students form groups of three, four, or five students, Cut the surveys into sentence ips. Distribute one set of sentence strips to each group. One student mixes up the strips and puts them ina pile facedown. > Explain the activity: One group member takes the first strip and reads the statement aloud. ‘The student says whether he/she agrees or disagrees with the statement and gives a reason to explain his/her opinion. > Then each group member takes a turn giving, his/her opinion on the same statement and giving reasons to support it. » Encourage group members to ask one another follow-up questions to learn more information about their answers. > The goal of the activity is to prompt discussion, As long as students are conducting their conversations in English, it's OK if they don’t get through all of the strips.ihe Read these statements to your partner. Your partner's response Traditions aren’t as important to most people as they used to be. Dagree Ddisagree My musical tastes are different from those of most people who are thirty | Llagree years older than me. disagree Parents, not teachers, should teach children etiquette. Cagree disagree Dating customs haven't changed a lot since our parents were dating. Dagree Odisagree The culture in our country has changed too much in the past fifty years. Dagree Cdisagree Clothing customs vill be less modest in the future. agree Eidisagree In our country, women are more respected than men agree Cidisagree In the past, children used to have better manners than they do now. Dlagree Ci disagree The culture of our county js less conservative than [t used to be. Dagree Didisagree Every culture changes over time. Dlagree D disagree Read these statements to your partner. Your partner's response Traditions aren't as important to most people as they used to be. Cagee disagree My musical tastes are different from those of most people who are thirty | Llagree years older than me. Ci disagree Parents, not teachers, should teach children etiquette. agree D disagree Dating customs haven't changed a lot since our parents were dating, agree Di disagree The culture in our cauntry has changed toa much in the past fify years: Dagree D disagree Clothing customs will be less modest jn the future. Dagree disagree In our country, women are more respected than men, Dagree Didisagree In the past, children used to have better manners than they do now, Dagree D disagree The culture of our county is less conservative than it used to be. Dagiee D disagree Every culture chances over time. Dagee O disagree PHOTOCOPIABLE cory@go 3» actiinya 9ACTIVITY 5 > You must be hungry. Unit 2 > Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS: Group work-charades. Mast ‘One worksheet cut into cards for ach group Preparation (3-4 minutes) > Point outto students that cards may contain > Choose a volunteer: Secretly tell the student to act tired (pantomime yawning, falling asleep, cte.), Then say You must be tired. > Choose another volunteer. Secretly tell the student to pantomime driving (steering, using mirrors, etc.). Say You must be driving. Pantomime the following sentences yourself: You're Inppy. Then: You're exercising. After each pantomime, ask How do you think 1 fee!? What do you think I'm doing? Guide students to make the following conclusions: You must be happy. You must be exercising. Procedure (10-15 minutes) > Have students form groups of three, four, or five. Someone in each group mixes up the cards and places them facedown in a pile. > Explain the game: The first player chooses a card and silently reads the sentence. Then the player uses pantomime to act out the sentence. For example, if the player draws the You're sid card, he/she might make a sad face, cry, and blow his/her nose > Other players make conclusions with nus! about what the person is feeling or doing. (You must be sad.) (Note: the conclusion must be formed in a grammatically correct sentence. You must sad is not acceptable) actions, feelings, or situations. > The first player to make a correct conclusion with mus! goes next. He/she chooses another card, and play continues as described above until there are no more cards lett Options/Alternatives (5-10 minutes) > Divide the class into Teams A and B. Give each team a pile of six cards, facedown. > Start a timer. A student from Team A turns over the first card in their pile and acts out the sentence. Members of Team A make a conclusion about what he/she must be doing, or feeling, > As soon as someone makes a correct conclusion, another stucent flips over a second card. Play continues in this way, with a different student acting out each card, until Team A has made six correct conclusions. Stop the timer and note how long it took Team A to make six correct conclusions. Then play switches to Team B. Start the timer again. Play continues as described above until Team B has made six correct conclusions. The team who made six correct conclusions in the shorter amount of time wins Answer Key Students might act out the sentences as follows: You havea toothache. Touch cheek, ‘You're meeting someone (fer the first _You'resad. Make a sadface.cry,bow nose, ‘wince in pain, gently touch a tooth, time). Smile, indicate self as ifsaying Youre shopping. Push a car, pull You'rehungry.fubbely, open reftigerator MY pamme ls... shehe hands, [product of shelf,jook at it, putt and look for foods eat very quickly. ‘You're tate. Look at watch, run, rive Incart, You're listening to music. Put on uickly,nonk horn. You're nervous. Pace, wring hands, headphones, move to beat.snap, ‘You're angry. Make an angry face, breathe deeply. fibers: puns ast seintOg You're looking for something. Open, You're cold. shiver,rubhends together, You're watching amovle, Stareup at ‘rawers go through piles, tur blow on hands, put on a sweater, screen, eat popcom, 10 LESSON PLAN things over.You're watching amovie. You're listening ; to music. i You're meeting someone | , (for the first time). Youre nervous; You're late. i You're looking ' for something. é PHOTOCOPIABLE 6 copr#Go3> activiTys 11ACTIVITY 6G > Bingo! Unit 2> Lesson 2 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work: bingo game Denial emergencies vocabulary; Each student needs one worksheet cut symptoms vocabulary into picture cards.a blank piece of paper, ‘about sixteen markers (smal candies, Hale pieces of crumpled paper.eads, beans, ete). glue of tape-Each group, needs one set of sentence card, Preparation (2-3 minutes) > Pretend that you're coughing. Ask students to name the symptom you have. > Secretly tell a volunteer to act out sneezing. Invite students to name the symptom > Continue with a few other symptoms from Student's Book page 18 Procedure (15-20 minutes) > Have students form groups of three, four, or five, Distribute a set of picture cards to each student. > Instruct students to tape their picture cards to a piece of paper ina 4 X 4 grid to make a bingo board. The pictures may be in any order, > Give a sot of sentence cards to one student in each group. He/she mixes up the sentence cards. This student is the “reader.” > Explain the game; The “reader” chooses a sentence card and reads the sentence aloud. (The reader only reads in this round and does not play with a bingo board.) > The other players each put a marker on the picture that corresponds to the sentence. For example, if the reader chooses {He's lwen sneezing, each player puts a marker on his/her picture of the man sneezing, > The reader chooses another sentence card and reads the sentence aloud. Play continues as described above. > The first player to have four squares covered in a row (up/down, across, or diagonally) wins Options/Alternatives (10-15 minutes) > Players switch roles so that another stuclent reads the sentences, Students exchange bingo boards and play again. > Asan alternative to having one “reader,” students take tems picking and reading sentences, All students place markers on their bingo boards in each round. 12 LESSON PLANHe's vomiting, it con isloose. She has a pain in her chest. She feel dizzy. Her ribs hurt. She has a Her gums toothache. are swollen. His bridge came out. Her stomach i She lost She feels weak. really hurts, afilling. PHOTOCOPIABLE He's been sneezing. He's been coughing all day. She broke a tooth. She's short ofbreath, cory aGo 3» ACTIVITYS 13ACTIVITY 7 > Do they match? Unit 2> Lesson 3 ACTIVITY TYPE Pair works concentration Preparation (5 minutes) > Write the following headings on the board: concentional medicine, homeopathy, herbal therapy, acupuncture, chiropractic, spiritual healing. Call on students to add under the appropriate heading any details they know about each type of treatment. > Allow students to refer to page 20 in the Student's Book to add other details they read about. Procedure (10-15 minutes) > Have students form pairs (or groups of three or four). One student in each pair mixes up the cards and spreads them out facedown on adeskina grid. > Explain the game: One player flips over any three cards. > Ifthe card is a type of medical treatment, the player reads the treatment aloud. If the card is a fact about a type of medical treatment, the player reads the fact and says the type of medical treatment that it describes. > Ifthe three cards make a set (one card with a type of medical treatment and two cards with facts about that kind of treatment), then the player picks up these three cards, sets them aside, and takes another turn. 14 LESSON PLAN ‘TARGET LANGUAGE ‘Typerof medical treatments MATERIALS One worksheet cut into cards for each group of students > Ifthe cards do not make a set, then the player turns the cards over again and retums them to their original positions. As much as possible, players should try to remember the Fpeation of each card as itis fipped over. > The next player flips over any three cards. ‘Any of the cards may be the same as the ones. the first player flipped over, or they may be thee differset cata. Again, if the cards make a set, the player picks up these three cards and takes another turn. If the cards do not make a set, then the player turns the cards over and returns them o their original positions. > Play continues in this way until all cards have been used. The player with the most sets at the end of the game wins. Options/Alternatives (10-15 minutes) > Astime permits, students mix up the cards, make another grid, and play again. > Each time a player successfully matches three cards, he/she should state whether or not he/she would ever use that type of treatment and give a reasonThis type of treatment is ennventianalmanicine based on scientific study This type of treatment had ' | of the human body its beginnings inGreece. | : and illness. | 1 Remedies try toget the {This type of treatment i i homeopathy | body to heal itselfinthis | began in Germany inthe j { type of treatment. | | late 1700s. } 80% of the world’s { In this type of treatment, herbal therapy } population uses this { patients take herbs, often } type of treatment. } as teas or pills. ; i This type of treatment i Needles are inserted at i fi acupuncture } began in China over { certain points on the body : {5,000 years ago. ! in this type of treatment. i This type of treatment chiropractic ; began in the U.S. in the : late 1800s. This type of treatment ; isused especially to { treat pain, injuries, and : This type of treatment { This type of treatment is spiritual healing uses the mind or religious also known as mind and : faith to treat illness. body connection. PHOTOCOPIABLE cOPYaGo 3+ ACTIVITY? 15ACTIVITY 8 > A visit to the doctor Unit 2 > Lesson 4 ACTIVITY TYPE ‘TARGET LANGUAGE MATERIALS Group wars conversation ‘Making an appointment deseribina ‘One worksheet cut into strips for each symptoms at adactors office ‘group of students Preparation (2-3 minutes) > Write the following sentences on the board. I'd like to make an appointment Js anything bothering you today? You must feel terrible. ‘My tooth is killing me. > Ask students who would probably say each sentence and to whom. (For example, a patient to a receptionist, a doctor to a patient, ete.) > Invite students to suggest responses to each sentence. Procedure (15-20 minutes) > Have students form groups of two to five students > Explain the activity: Each group receives nine text strips. Each strip contains a sentence or phrase. Each group has ten minutes to prepare a short conversation or role play for the class. The conversation may be about any topic and can include any characters. The only rule is that it must include the nine sentences or phrases from the strips. Students may incorporate these into the conversation in any way they like. > Encourage students to be creative, perhaps using the sentences in unexpected ways. > Invite groups to present their conversations to the rest of the class. During the performance, students hold up the corresponding strip each time they say one of the nine sentences of phrases Options/Alternatives (15 minutes) > Fora quicker version of this activity, distribute only three or four text strips to each group to incorporate into a conversation, Give different combinations of strips to each group. > Have students vote to decide which group mace the most original conversation, 16 LESSON PLANAre you in a lot of pain? coughing and sneezing antacid | think it’s an emergency. PHOTOCOPIABLE copYr&co 3+ activity 17ACTIVITY 9 > Where does Tom get his hair cut? Unit 3> Lesson 1 ACTIVITY TYPE Preparation (2-3 minutes) > Write the following information on the board: Where /Cassie /papers/copy? Copy Plus Where /feff/signs/ print? Sigi It! Where /Michelle /photas /entlarge? Fantastic Photos > Model using the first set of words to make the question Where does Cassie get (have) papers copied? Encourage students to answer in complete sentences (She gets /ias papers copied at Copy Plus). > Have students make questions and answers with the other sets of words. (Where does Jeff have /get signs printed? He has /gets them printed al Sign It! Where does Michelle get /Iarve photos enlarged? She gets /has them enlarged at Fantastic Photes.) Procedure (10-15 minutes) > Have students form pairs, One student gets the Student A half of the worksheet, and the other gets the Student B half. > Explain the activity: Student A begins by asking a question about where one of the people on the worksheet has a specific service done, (Where does Conrad get his clothes dry-cleaned?) ‘TARGET LANGUAGE “The passive causative MATERIALS ‘One worksheet cutin halfforeach pair of students, pens/pencis > Student B refers to his/her chart and provides the answer. Student A records the information on his/her chart > Student B then asks Student A a question about where someone gets a service done. (iWhere does Tom get his Clothes dry-cleaned?) Student A refers to his/her chart and provides the answer. Students continue until both partners have completed their charts. v > Students compare charts to check their answers, Options/Alternatives (5 minutes) > Remind students to spell the names of businesses for their partners if necessary. > After they have completed their charts, have partners ask each other questions about where they get each service done. ‘Answer Key E Tom Teresa Conrad ‘Sylvia dry-clean clothes | Speedy’s River's Cleaners | Sixth Avenue Cleaners | LocalLaundy tepairshoes | Fbvit Corner Cobbler _| Rebert’sShoe Repair _| Step Un! process fi Photos Pus Sian Mart Photos and More Inand Out Fotos framepicures | Mikes Catt Shop | Frame lt Pietuve Perfect Fishers Frames cuthair ‘AcutAbove | Shear Joy Cedick’s Studio 29 18 LESSON PLANGe Tom Teresa Conrad sylvia dry-clean clothes Speedy River's Cleaners repair shoes Comer Cobbler | Step It Up! 4 process film Photos and More | In and Out Photos|, frame pictures | Mike's Craft Shop Picture Perfect cut hair Shear Joy Cedrick’s Tom Teresa Conrad Sylvia dry-clean clothes Sixth Avenue | Local Laundry Cleaners repair shoes Fix It | Robert's Shoe Repair | process film Photos Plus Stan Mart frame pictures Frame It! Fisher's Frames cut hair ‘ACut Above Studio 29 PHOTOCOPIABLE copyaco 3+ AcTIVITYS 19PX ogo V4 ae ee eee Le Unit 3 > Lesson 2 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Whole class survey [Asking fora recommendation ‘One chart (half worksheet) per student, peens/pencils Preparation (2-3 minutes) > Tell stuctents: / need fo have a package delivered overnigitt, Cant you recommend a courier service? > Ifsomeone is able to name service, ask for more details about why the student recommends the business. > If students aren’t able to make a recommendation, then point out that they can say something like I'm sorry, [can’t help you. > You may repeat by telling students that you need to get a sign printed and asking them for a recommendation. Procedure (10-15 minutes) > Distribute halfa worksheet to each student. > Explain the activity: Students ask one another for recommendations for each type of service listed on their worksheets, When they find someone who can make a recommendation, they record on the chart the name of the business, the student’s name, and why the student recommends the place, > Encourage students to circulate around the classroom to talk to as many people as possible. > After students have completed their worksheets, reconvene the class. Invite students to share the information they learned. For example, Lisa recommended Jn and Out Cleaners. They're very reliable. Cheryl has House af Photos develop hrr filme because they're professional. Options/Alternatives (10-15 minutes) > If the class is large enough, instruct students not to get more than one recommendation from the same person. > You might allow students to make up businesses to recommend if they don’t know any of their own. 20 LESSON PLANType of service Business name Recommended Reason for by recommendation dry cleaning film processing shoe repair copying tailoring auto repair Type of service Business name Recommended Reason for by recommendation dry cleaning film processing shoe repair copying tailoring auto repair SS ES TSS PHOTOCOPIABLE copysco 3» activiTy10 21ACTIVITY 11 > Service trivia Unit 3> Lesson 3 ACTIVITY TYPE ‘TARGET LANGUAGE MATERIALS Group works card game Services vocabulary: adjectives to Exch pair needs one worksheet cut into describe services cards, a coin, scrap paper for keeping score, pen/pencih Preparation (5 minutes) > Read aloud the vocabulary definitions on Student's Book page 30. Students say the correct vocabulary word aloud. > Call on students to say which qualities are most important to them ina service. Invite them to mention other qualities that they value, such as friendly employees or high-quality items, Procedure (10-15 minutes) > Have students form pairs (or groups of three or four). One student mixes up the cards andl places them facedown in a pile, > Explain the game: Player A tosses the coin. (Designate one side as one point and the other as fivo points.) This determines the number of points the player will get if he/she answers the question correctly. > Player B takes a card and reads the question aloud, 1 Player A answers correctly, he/she gets the number of points corresponding to the side of the coin flipped. If Player A answers incorrectly, he/she gets zero points, (The symbol indicates the correct answer.) > Students keep score as they play. > Students switch roles. Player B tosses the coin, and Playe reads a question. > Anytime a Lasea jurn card is drawn, the player's turn is immediately over and he/she gets zero points. > Play continues as described above. The first player to get ten points wins. Options/Alternatives (10-15 minutes) > Have students form teams and play in groups instead of in pairs. > Teams discuss the answer to each question, They must come toa consensus before they announce their answer, 22 LESSON PLANWhich place is known for What do you have to pay before { If you're not happy with how a custom-made clothes? atailor begins a custom-made {garment fits, the tailor can make a. Hong Kong * { garment? — b. Great Britain a. a deposit * a. fittings | G Costa Rica b. atax b. alterations * & amonogram . deposits A custom-made item is You can't have a tailor What does a tailor need { made__. make __. in order to make clothes a. especially for you * ‘a. cashmere * for you? b. ina factory b. a formal dress a. your garments «. byhand © asuit b. your measurements * . your finished product An efficient business _. a. takes 2 long time . does good work, but works slowly «. doesn't waste time * If business is reliable, then the workers a. keep their promises * b. work quickly ¢. charge a lot of money An honest employee a. works quickly b. charges a lot of money ¢. tells the truth * Custom-made clothing Reasonable prices are. | Who can lengthen or shorten a } should a. falrprices * skirt? b. come from Hong Kong . more expensive 1b. atailor * | & bemade in 24 hours c. astylist ! a. fityou perfectly * ! b. toomuch money 1 a. acourier service ‘What kind of service do | What kind of service do you request if you need something {you use to have a package £ quickly? delivered? a. express service * a. acopy service b. custom-made service { b. acourier service * ¢. reliable service tc. aprinting service 2 | Aprofessional business { has service. ano b. long «very good * Lose a turn. Lose a turn. i Lose a turn. PHOTOCOPIABLE & copysco 3» activity 23ACTIVITY 12 > Bingo! Unit 3> Lesson 4 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group werk:bingo game Steps for planning a socialevent Each student needs one worksheet cut into picture cards a blank piece of paper, about rine markers (small candies title pleces of crumpled paper, beads, beans, ‘tc glue or tape Each group needs one set of sentence cards, Preparation (5 minutes) > Invite students to name some of the steps involved in planning a social event. If necessary, prompt them with clues, stich as. You hive to get someone to do the music. You have to decide how to spend the money. You have get the room ready for the party, ete. Procedure (10 minutes) > Have students form groups of three, four, or five. Distribute a set of picture cards to each student > Instruct students to tape their picture cards to a piece of paper in a3 x 3grid to make a bingo board. The pictures may be in any order. > Givea set of sentence cards to one student in each group. He/she mixes them up. This student is the “reader.” > Explain the game: The “reader” chooses sentence card and reads the sentence aloud. (The reader only reads in this round and does not play with a bingo board.) > The other players each put a marker on the picture that corresponds to the sentence. For example, if the reader chooses Have you called the caterer yet?, each player puts a marker on his/her picture of the caterer, > The reader chooses another sentence card and reads the sentence aloud. Play continues as deseribed above. » The first player to have three squares covered in a row (up/down, across, or diagonally) wins, Options/Alternatives (5-10 minutes) > Players switch roles so that another student reads the sentences. Students exchange bingo boards and play again. > Asan altemative, students take turns picking and reading sentences. Alll students place markers on their bingo boards in each round, 24 LESSON PLANFood $390 Music $159 age Flowers $17? Have you called the caterer yet? Did you already send out the invitations? We need to pick a place for the party. PHOTOCOPIABLE Let's make a guest list for the party. We still have to hirea DJ. Who's going to | decorate the room? We have to decide what time to have the event. Let's assign some responsibilities to people. We need to make a budget for the event. copyaco 3» acriviry 32 25ACTIVITY 13 > He was going to eat dinner. Unit 4> Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work-sertence-creation Wor/weregoina io Each group needs one worksheet (cut card came into three sets of cards). a timer or watch that can measure seconds scrap paper for keeping score, pen/pencit Preparation (5 minutes) > Ifthe sentence is correct, play pa > Write the following information on the board in three column: Richard eat dirmer at Eli Vicky take a trip they study medicine affirmative statement negative statement question > Draw lines to connect Richard, ent dinner at Elis, and negative statement. Make a sentence with was vere going fo: Richard wasn’t going to eat dinner at Elis, but he changed his mind. > Erase the lines and draw new lines to connect they, take a trip, and question, Make the sentence Weren' they going to take a trip? > Continue to draw lines to make different combinations. Call on students to use the words to make sentences with ias/iwere going fo. Encourage ther toad their own endings, such as but he changed his mind. when appropriate. Procedure (10-15 minutes) > Have students form groups of three, four, or five. One stucent mixes up the cards within each set and places them facedown in three different piles. > Explain the activity: One player starts the timer for any amount of time between 30 and 60 seconds. He/she is the moderator in this round and does not play. > The player to his/her left picks up one card from each pile and uses the cards to make a sentence with was/were going lo. For example, if the player picks Dave, buy an apartment, and negative statement, then a correct sentence might be: Dave wasa't going to bury an fapartinent, but his friends talked hin: into it. > If necessary, write some reasons for changing, ‘one’s mind on the board: I decided against tt ‘My tastes changed. My friend talked me out of it Tchanged my mind. 26 LESSON PLAN one card as next player on the left. He/she ta from each pile and makes a senten explained above > Ifthe sentence is incorrect, the same player tries again, using the same cards. Play does not pass to the next person until the student makes a correct sentence. The moderator is the judge of correct sentences. > When the indicated amount of time has passes, the moderator says Time. The student who making a sentence when fie is announced gets one point. Students retum all used cards to the correct piles and shuffle them. > Note that the goal of this game is to have the east number of points, so stuclents will try nat to be the one whose turn it is when the timer goes off. > Inthe next round, the new moderator is the person to the left of the previous one. Fle /she sets the timer and students play as described above. > Play continues in this way until each player has been moderator twice. At the end of the game, the player with the least points wins, Options/Alternatives (10-15 minutes) > Students may play without the timer, They simply take turns picking three cards and using them to make a correet sentence. Students eam one point for each correct sentence they make, > After all students have had the same number of turns (about five), the student with the most points wins.Sheri and 1 : Mr. and Mrs. Todd i Gray = > a = a S 3 2 3 a buyan =} workina Travel to } starta apartment dentist's offic | business country work with have the college ! people } report copied move to get married in | learn another ! housecleaning another city Venice} ; language ' try ! study ! go to law : es ! use a courier ; acupuncture | architecture | school } Eaned | service copraco 3» aciviry13 27Xow a A me ae eer Unit 4 > Lesson & ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work role play Perfect modals ‘One worksheet cut into sentence stips foreach group of students Preparation (5 minutes) > Say Ken's grades weren't very good shen he graduated. What should he have done? Call on volunteers to answer the question in their > Present the following situations and invite students to answer each question in their own ways Penny loves being around people, so se became an assistant at a busy office, What other kinds of jobs reould she have been good at? ‘Maria didn’t go to the parly last night, and she did't call, What must have happened to her? Mrs. Gardner his a broken arm. What might have happened? Gary) report didn't get to the Lima office in time for tie meeting, What could he buree done? Procedure (20-30 minutes) > Have students form groups of tivo to five students. > Explain the activity: Each group receives five sentence strips. Each group has ten minutes to prepare a conversation or role play for the class, The conversation may be about any topic and can include any characters. The only rule is that it must include the five sentences on the sentence strips. Students may incorporate the sentences into the conversation in any way they like. > Encourage students to be creative, perhaps in unexpected ways. ing the sentences > Invite groups to present their conversations for the rest of the class. During the performance, students hold up the corresponding sentence strip each time they say one of the five sentences. Options/Alternatives (15-20 minutes) > For a quicker version of this activity, distribute only two or three sentences to each group to incorporate into a conversation. Give different combinations of sentences to each group. > Have students vote to decide which group had the most original conversation 28 LESSON PLANThat must have been a big problem! PHOTOCOPIABLE COPYS.G0 3» ACTIVITY 14 29ACTIVITY 15 > Are you artistic? Unit 4> Lesson 3 ACTIVITYTYPE TARGET LANGUAGE MATERIALS Whole clasetind semeane who Discussing sills and abilities Halfaworlsheet foreach student, pens/pencis Preparation (5 minutes) > Write mrual dexterity on the board and pose the following question to several students: {Joshua}, are you good with your hands? fa student ansivers ves, ask him/her questions to get more details: Cait you teil me more about your abilities? What kins of things do you make? What experience do you have making ings? ete. > Repeat the exercise by asking students about logical thinking ability and business experience Ask questions to prompt students to give is about their skills, abilities, and qualifications. Procedure (15-20 minutes) > Give one half of the worksheet to each student. You may choose to give all students the same half of the worksheet, of, for variety, you can give the top half to some students and the bottom half to others. > Students review the skills, abilities, and qualifications on their worksheets. Have them fill in another skill, ability, or qualification of their choice on the blank line at the bottom of the worksheet. > Explain the activity: Students ask one another questions about the skills, abilities, and qualifications on their worksheets. (Note: students should word the questions in their own way. For example, Are you compassionate? ‘Are you interested in science? How many Ianguages do you speak? Are you athletic?) 30 LESSON PLAN > When they find someone who has one of the skills, abilities, or qualifications, they record his/her name. Students also ask follow-uy questions to learn more about the person's skill or ability. They make note of these details, For example, What kind of experience do tyou have? Can you tell me more? thwhat ways are you artistic? What kind of sports do you play? > Encourage students to circulate around the classroom to talk to as many people as possible. > After students have completed their worksheets, reconvene the class, Invite students to share information they learned by making complete sentences. For example, Denise is artistic. She's good at drawing and painting, Options/Alternatives (15-20 minutes) > IF the class is large enough, instruct students hot to use the same person more than ence on. their worksheets~x awd ac’ Find someone who has... Name * mathematical ability * artistic talent * common sense * work experience * compassion * another strength: Find someone who has... Name * a good memory * leadership skills * athletic ability * an interest in science * fluency in 3 languages * another strength: PHOTOCOPIABLE copyaco 3» activiTy 1S 31PN oy VA a Ra Unit 4> Lesson 4 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work:two truths and @ Nb? Discussing workand life decisions: One sentence strip per student, was/weregoingto andweuld perfect | pens/pencils. scrap paper ‘medals Preparation (5 minutes) > Write on the beard three sentences about choices and decisions that you've made. Two f the sentences should be true, and one should be false. The sentences may cover a range of topics. For example: 1 When Ts child 1 ttt E would be a nurse, . [might have been a good scientist, but I didu't study hard enough. 3. Fcould have made a better career choice > Tell students that the sentences on the board are about you, but only two of them are true. Invite students to guess which sentence is false. > Reveal which sentence is actually false. Procedure (10-15 minutes) > Have stucents form groups of four or five. Distribute one sentence strip to each student. > Explain the activity: On his/her sentence strip, each stucent writes three sentences about choices and decisions that he/she has made, using perfect modals. Two sentences should be true and one should be false. Encourage students to mix up the order of the sentences—the false sentence should not necessarily be umber 3, > One student begins by reading his/her three sentences aloud. The other group members secretly write on a piece of scrap paper the number of the sentence they think is false {sentence 1, 2, or 3), > The student reveals which sentence is actually false. Other group members reveal which sentence they guessed. Students score themselves in the following way: * They get one point for each sentence they correctly identify as false * The student who is reading his/her sentences gets one point for each person who doesn’t guess the false sentence correctly. > Another student reads his/her three sentences, and other group members identify the one they think is false. Players continue to keep score a5 above. > Circulate as students play. As appropriate, after the false sentence has been revealed, encourage students to ask their group members questions to get additional information about the true sentences. For example, ifa student says I thougtt | would live in a big city, group members may ask what happened or why the student changed his/her mind > Play continues until all group members have read their sentences. At the end of the game, the player with the most points wins. Options/Alternatives (5 minutes) » After each student reveals his/her false sentence, other group members have the opportunity to earn another point by making a conclusion about the person, using must have, For example, You must Ince been good at science or You must lage enjoyed helping people > Invite students to tell the class one piece of new information they learned about a group. member, *You may wish to tell your students that a fib is a small, unimportant lie 32 LESSON PLANSentences about my choices and decisions (two are true, and one is false): Sentences about my choices and decisions (two are true, and one is false): Sentences about my choices and decisions (two are true, and one is false): Sentences about my choices and decisions (two are true, and one is false): PHOTOCOPIABLE cory eGo 3+ ACTIVITY 16 33ACTIVITY 17 > Talk about holidays. Unit 5> Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group workexentence-completion game _| Ways to commemorate a holiday, Each group needs a copy ofthe adjective clauses worksheet cut into cards a timer that ‘measutes seconds ora watch with a second hand, one sheet of blank paper per student, pens/pencis Preparation (2-3 minutes) > Write on the board the following incomplete statement is « wonderful holiday for peuple who like chocolate. Invite students to suggest possible ways to complete the sentence (Valentine's Day, Halloween, Exster, Diwali, Day of the Dead). > Write another incomplete statement: Picnics are fun for people iwho —. ‘Again, invite students to complete the sentence in their own ways (like fo be outside, have children, have big families, like to eat), Procedure (10 minutes) > Have students form groups of four or five. One player mixes up the cards and places them facedown in a pile. He/she sets the timer for 30 to 60 seconds, chooses a card, and reads the incomplete sentence aloud, > The player begins the timer. All players have 30 to 60 seconds to write down as many ways as they can think of to complete the sentence. For example, if the card is Anyone who —__ should go to Carnaval in Rio de Janeiro, then players might write lowes parties, likes costumes, enjoys parades, has never gone, has the chance. > When time is up, players take tums reading their responses aloud. If two (or more) players wrote the same response, both players cross it off their list. After all players have compared lists, players receive one point for every unique response they have. The card is set aside. > The next player chooses another card, reads it aloud, and sets the timer. Play continues as described above. When all the cards in the pile have been used, the game is over. > Players count up their points, and the player with the most points wins. Options/Alternatives (10 minutes) > Players receive one point for each correctly whether or not it is unique. wrmed response, 34 LESSON PLANis a religious i | holiday that is celebrated by some people in our country. Parades are fun for people | who Things that _____ make i —________ isa historical | great gifts for children. { holiday. ! New Year's oe is a holiday : ________ isa great holiday hat ! | for people who like to eat. Anyone who hould go to Carnaval in Rio de Janeiro. is a holiday that takes place in autumn. PHOTOCOPIABLE copyeco 3» ACTIVITY 17 35ACTIVITY 18 > Correct the erro Unit 5 > Lesson 2 ACTIVITY TYPE Group work: boord game Preparation (2-3 minutes) > Write on the board the following sentences: A person toho doesn’t have a car can take the bus. Anyone who she wants to can enter the church. The band that we sa it in the parade is very good. > Have students identify the correct sentence {the first one) and fix the errors in the other two. (Anyone zoho wants to can: enter the church. The bined that we saco int the parade is very good.) Procedure (15 minutes) > Have students form groups of two or three. One player in each group mixes up the cards and places them facedown in a pile. plain the game: The first player tosses the coin or rolls the die. (If using @ coin, designate one side as move ante space and the other as move tt spaces.) > The player moves his/her marker the indicated number of spaces. He/she reads the information on the square and plays as follows + ROLL AGAIN: The player rolls the die cor tosses the coin again and moves the indicated number of spaces # LOSE TURN: The player's turn is finished. ‘+ Any other square: The player takes a card and reads the sentence aloud. He/she then states whether the sentence is correct or incorrect. If the sentence is incorrect, the player must fix it 36 LESSON PLAN TARGET LANGUAGE Adjective clauses with subject and ‘object lative pronouns MATERIALS: Each gratip needs one worksheet cut Into cards, a game board, die or coin for tossing.one place marker for each, slayer (coins, poker chips etc) > Ifthe player correctly identifies the sentence as correct, he/she stays on that square. Similarly, if the player correctly identifies the sentence as incorrect and is able to fix the sentence, he/she also stays on that square. > If the player does not correctly identify a sentence as correct or incorrect, or if he/she is not able to fix an incorrect sentence, then he/she moves back to the space where he/she began. > The next player tosses the coin or rolls the die, moves his/her marker, and piays according 10 the indication on the square. Play continues in this way among all players. > The first player to reach END wins. Options/Alternatives (10-15 minutes) > Fora simpler version of the activity, have students play without the game board. They take turns choosing a card, stating whether or rot the sentence is correct, and fixing it if it is incorrect. Students earn one point for each correct answer they give. When all the cards have been used, the student with the most points wins. > For a more challenging version, have students play in teams. Team A draws a card and reads the sentence to Team B. The sentence can be read a maximum of two times. Team B must identify the sentence as correct or incorrect, and correct the sentence, if necessary, without looking at the card. Play continues as above.Oktoberfest is a seasonal festival that began ir The hat he’s wearing itis called a qwanmo. Munich, Germany. Boxing Dayis a Canadian holiday that we + celebrate on December 26. Children's Dayis a day that it honors children, Inmany countries a woman who she's ge ‘Awoman enters a mosque should coverherhead. | hind Wear hia. | AnIndian woman whois getting married has The color that it is usually associated with her hands and feet decorated. Valentine's Day is red. | People who travel they should leam about ‘Aperson goes into a temple should remove local customs. The man was speal eee The fireworks who wesaw were spectacular, PHOTOCOPIABLE e copyaco s+ acriviTy1s 37AGTIVITY 19 > What holiday is it? Unit 5> Lesson 3 ACTIVITY TYPE. TARGET LANGUAGE MATERIALS: Group work: questions game Describing a holiday ‘One worksheet cut into Holday Cards and Question Cards optional) foreach FOU, pens/pencis Preparation (2-3 minutes) > If students need help forming questions, you may wish to pass out copies of the optional > Tell a volunteer to think of a holiday. He/she writes the name of the holiday on the board. Stand with your back to the beard so other students can see what he/she has written, but you cannot. Explain that you'll ask questions about the holiday to try to guess which holiday the student is thinking of, > Ask yes/no questions such as Is i a historical holiday? Do people celebrate the holiday in this country? Do people eat special food ont this holiday? The students may answer only with Yes or No. > Keep track of how many questions you ask before you're able to guess the holiday. Form your guess as a yes/no question as well, for ‘example, Are you thinking of Rosh Hashanah? Tell students how many questions you asked to correctly guess the holiday. Procedure (10-15 minutes) > Have students form groups of three, four, five. Distribute one set of blank cards to each group. Give them 5 minutes to write one holiday on each card. Collect the completed sets of cards from all groups and redistribute each set to another group. > One player in each group mixes up the cards and sets them facedown in a pile > Explain the game: One player takes a card and reads the holiday silently, The other players take tums asking yes/no questions to determine which holiday is on the card. For example, Is ita religious holiday? Is it in the summer? Do people often give each other gifts on this holiday? 38 LESSON PLAN Question Cards, which contain question suggestions > The player with the card can answer only Yes or No. He/she keeps track of how many questions the other players ask. > ‘The first player to correctly guess the holiday (in the form ofa yes/no question, such as Is the holiday Independence Day?) takes a new card and answers other players’ questions, > If players are unable to guess the holiday within ten questions, then the same player takes another card and the others ask questions to try to guess that holiday. > Play continues as above until there are no more cards left Options/Alternatives (10-15 minutes) > You may write holidays on the blank cards before class begins. Make copies for all groups. Or you may also make just one set of cards and play the game with the whole class.Holiday Cards Question Cards (optional) oe 21 Would be i { . | Is it customary to___ on appropriate on this { | this holiday? Do people usually __on this holiday? Do people wear costumes { Is it a religious /historical / { ‘on this holiday? seasonal holiday? { Is it a holiday for people who __? \s it a holiday that takes place in__? Do children go to school on this holiday? ls it common for people | Do families usually get i ! ie Is the holiday __? to__ on this day? together for this holiday? | 'S tte holiday 2006 by Peas PHOTOCOPIABLE copy&GO 3+ ACTIVITYI9 39ACTIVITY 20 > Do you know the answer? Unit 5> Lesson 4 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group worketrivia game Getting married vocabulary; ways to ‘One werksheet evt into cards for each commemorate aholday vocabulary ‘Group of students, pen/pencil scrap ‘Paper for keeping score, one die for ‘each group (optional) Preparation (3-4 minutes) > Review the vocabulary on Student's Book pages 52 and 58. Invite students to share any facts they learned about specific holidays in this unit. (You might want to have students refer to Student’s Book pages 50 and 56.) Procedure (15-20 minutes) > Have students form groups of four, five, or six and then divide their group into two teams. One player mixes up the cards within each set and places them facedown in three separate piles—one-point, two-point, and three-point cards—between the two teams > Players on Team A decide whether they want to answer a question worth one, two, or three points. (One-point questions are casiest, two-point questions are moderately difficult, and three-point questions are the most difficult.) A player on the other team takes a card from the corresponding pile and reads the question aloud. > Members of Team A discuss the answer and come toa consensus, If the team answers correcily, they get the indicated number of points. Teams keep score as they play. > Play switches to Team B and continues as above. When all cards have been read, the game is over. The team with the most points wins. Options/Alternatives (15-20 minutes} > Instead of teams choosing questions by point value, they toss the die and play as follows: + If they roll 1, they answer a question worth one point. Tf they roll a 2, they answer a question worth two points. * If they roll a 3, they answer a question worth three points. * If they roll a 4, they choose the pile from which to draw a card, * If they roll a 5, the other team chooses the pile from which they draw a card. © If they roll a 6, the team loses its tum (and doesn’t answer a question). 40 LESSON PLAN© Truc or False: Peopleusualy eat | © A oliday that celebrates © tame one ofthe two countries © Whatis one holiday when people } © In which country is the hanbok watch fireworks? traditional clothing? © True or False: In some cultures i's appropriteto bring a small gift when you're invited to someone's house fordinner, when they have a picnic. certain time of the yearisa_____ {that celebrate the birthday of Simon holiday, {Bolivar every year. i iTive) (seasonal) 4 (Venezuela, Ecuador) i f 4 } © True or False: ftwo people give | @ Namea holiday onwhich people | © in which country did mariachi — { each other gifts, then both people {send each other cards. } bands begin? } 4 receive agift as well i i : | re) | tanswers wl ay 4 exon (True) (Answers ill vary) (Korea) © Whatis awoman called atthe | © Whatis the vadtional time she gets marred? | Thanksgiving food inthe United © True or False: Different countries celebrate different holiday traditions. | i t | States? ' True. $ labrite) (turkey) ! © During the month of Ramadan, ‘What don't Mustims do during the day? 1 @ Truc or false: fyou get engaged } © What do you cal alarge formal tosameone, then youagreetomenry {party aftera ceremony? that person. © In what country do people celebrate the Euchist holiday Songkran by throwing water on people? © True or False: Songkran isa holiday to remember the dead. © What do you calla vacation taken {by two people who just got manied? Mallsne 3 © What is the name of the worid- famous holiday celebrated in Rio de Janeiro, Brazil? © What is aman called at the time he gets married? © True or False: Some people pray cn religious holidays. (agroom) (Carnaval PHOTOCOPIABLE & copyaco a+ acrimty20 41ACTIVITY 211 > She said to turn down the radio. Unit 6 > Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work:charades, Indirect speech: imperatives Each group needs one worksheet cut Into cards Preparation (3 minutes) > Invite several volunteers to the front of the room. One by one, secretly give them commands such as tren downs the radio, don't get dressed, go to bed, etc, Students act out each command. (They can portray negative commands by first drawing the international “no” symbol (2) on the board and then, pantomiming the action.) > The class guesses what you told each student to do. For example, You said to turii down the radio. You said nt to get dressed, You said to go to bed. Procedure (15 minutes) > Have students form groups of four, five, or six, A student in each group mixes up the cards and places them facedown inapile. > Explain the game: In each round, one group member is the “eller” and one is the “actor.” The teller chooses a card and. silently reads the command on the card, The teller whispers the command to the actor. > The actor uses pantomime to act out the command. For example, ifthe teller takes the Watch TV card, then he/she whispers to the actor Watcl TV. The actor pantomimes watching TV (picking up the remote, turning on the TV, leaning back in a chair, flipping channels, et.) > The actor can draw the @ symbol on a piece of paper to preface negative commands, as described above. > Other group members try to guess what the teller told the actor to do. They use indirect speech to say what they think. the command was, (He/she said to watch TV.) > ‘The first player to correctly say the command in indirect speech is the next actor. The actor from the last round is now the teller. He/she takes another card and whispers a command to the actor > Play continues as above until there are no more cards left. Options/Alternatives (5 minutes) > Have groups of students play against one another. Give each group a set time limit (about 1 minute) to guess as many commands as they can. > After each group has played for 1 minute, the team that correctly guessed the most commands wins. 42. LESSON PLANDon’t get stuck in traffic. Listen to music, Photocopy something. Don’t weave through traffic. i Put on a sweater. Don’t go shopping. Don’t lift weights. Don’t march in a parade. Take a shower. Get married. Make breakfast. Open the door. Go bike riding. Wash the dishes. é copyaco 2» activiTy21 43ACTIVITY 22 > What did she say? Unit G > Lesson 2 ACTIVITY TYPE ‘TARGET LANGUAGE MATERIALS: ‘Group work board game Indirect speech say ard tl: tense Each group needs ene copy of the changes worksheet cut Into wenty-ore cards Preparation (3-4 minutes) > Write the following sentences on the board ‘Mr. Klein: “Toe changed my plans.” The news reporter: “The storm is ve Henry: "The mwenther is getting bad. trong.” > Call on volunteers to report each person's: speech, using say. (Mr. Klein said (that) he'd changed his plans.) > ‘Then write the following names after the sentences: Mr. Klein: “I've elanged my plans.” (Ms, Jones The news reporter: “The stornt is very strong.” (the viewers) wenther is getting bad.” (us) > Have students report the speech again, this time using fell and the name in parentheses. (Mr. Klein told Ms. Jones (that) he'd changed his plans.) Procedure (10-15 minutes) > Have students form groups of two, three, or four. One student mixes up the cards and places them facedown in a pile. Designate one side of the coin as szy and the other as tell. > Explain the game: All players begin on the START space. The first player takes a card and reads the sentence aloud. Then he/she flips the coin, > The player uses the name(s) on the space, the correct verb (say or fel), and the sentence on the card to make a sentence in indirect speech, (The name in parentheses becomes the abject of the verb tell. It is not used if the coin lands con the say side.) 44 LESSON PLAN and a game board, one con, four place ‘markers (coins, poker chips etc) > For example, if the player is on the first space, draws the card that reads The laudside tet couse any injuries, and flips the coin to the tell side, then he/she says: Adant told Daniel (that) the landslide hadn't caused any injuries. > The player returns the card to the bottom of the pile, > Lf the sentence is correct, the player advances, to the next space. On the next turn, he/she will take another card, flip the coin, and make a new sentence with the name(s) on that space. > If the sentence is incorrect, then the player slays on the START space. On the next tum, he/she will take another card, flip the coin, and make a new sentence with the name(s) fon that space. > Play continues as above, with each player forming a correct sentence for each space before they can advance to the next space. > The first student to reach END wins Options/Alternatives (10 minutes) > Fora faster altemative, allow students to continue their turn after making a correct sentence. They may take up to two extra turns. > A more challenging alternative is for students to play without the coin. On each turn, they must make two correct sentences, one with say and one with tell, in order to advance to the next space.START “The landslide didn’t cause any “The water from the flood is one meter high.” “| haven't heard aboutany deaths.” ‘Don't touch any fallen wires 1 cables aftera storm.” “It hasn't rained for over “I'm looking at the latest information available.” PHOTOCOPIABLE Beth Clark (Sam Powell) Pete's wife (him) ‘The main road out ofthe city is looded.” f the Don't try toleave the house.’ “Get extra food and water before the storm arrives. “Alot of houses were destroyed by the monsoon.” “'m surprised by the speed of i the wind.” “1m reading the emergency instructions in the newspaper.” TV reporter ‘We don't have electricity because (viewers) | “People were buying lots of supplies at the store. “Hurricane Joan has caused more to the city th ther.” ‘You need to change your travel plans.” | “Get vaccinated before you travel | to certain places.” { "Move away from all windows {during a tornado.” "~Abig storm is coming.” “Don't believe everything you hear about the storm.” copy@co 3+ activity 22 45ACTIVITY 23 > What’s most important? Unit 6 > Lesson 3 ACTIVITY TYPE TARGET LANGUAGE Group work: discussion Emergency preparations and supplies Preparation (4-5 minutes) > Present stuclents with the following scenario: There is a huge storm coming toward [your city/town), Experts predict there will be very strong winds. They expect the storm to last several days, and ‘you won't be able to leave your house. They say there will be power outages. The wind twill be so strong that if will probably break windows. You'll need to stay in your basement for a few days until the storm passes, What things do you think you'll need to have with you in the basemen? > Invite students to name things they think they would need in this emergency. Record their answers in @ list on the board. Provide vocabulary as necessary. Students might suggest items such as bottled water, blankets, non-perishable food, a cin opener, candles, matches, flashlights, batteries, « radio, books, sleeping bags, extna clothes, toilet paper, toothbrushes, games, Procedure (10-15 minutes) > Have students form groups of four or more. Distribute one worksheet to each group. > Explain the activity: Tell students that they will spend the days of the storm together with their group members in a small basement. The basement is so small that they will be able to take only ten items with them, They have ten minutes to decide which ten things they’re going to take and why each ‘one is important > Students must also rate the items in order of importance (with 1 being the most important and 10 the least important). > Stuclents work together to come to a group decision. They may try to convince other group members lo change their minds about items or their order of importance. Options/Alternatives (5 minutes) > After groups have finished their lists, have them share their decisions with the rest of the class. > Depending on the size of the class, you might conduct the entire exercise as a whole-class activity. 46 LESSON PLAN MATERIALS ‘One worksheet foreach group of students, pens/pencisItem _ ‘Reason Order of importance PHOTOCOPIABLE copraGo 3» acniviry23 47ACTIVITY 24 > Bingo! Unit G > Lesson 4 ACTIVITY TYPE TARGET LANGUAGE MATERIALS: Pair work: bingo game Severe weather events vocabulary; Ench student needs one blank bingo ‘emergency preparations and supplies | board and about sixteen markers vocabulary (amall candies lite pieces of crumpled paper, beads, beans, etc, pen/percil Preparation (3 minutes) > Students take turns reading aloud the Definition Cards from the worksheet. > Class members say the correct vocabulary word after each definition. > Write the words on the board as students say them. > The final word list on the board should consist of: casualties (or victinas), catastrophic, a death toll, destruction, a drought, an earthquake, iat emergency, an eencuation, a first-aid kit, a flasilight, a flood, the homeless, a hurricane (ora ‘monsoon or a typhoon), a landslide, rid, the missing, a natural disaster, non-perishable food, a power outage, a shelter, survivors, a tornado, Procedure (15-20 minutes) > Have students form pairs (or groups of three). Distribute a set of Definition Cards to each pair and a blank bingo board and markers to each student. > Students choose sixteen of the words from the board and write one word in each blank square on their bingo boards. They may write the words in any order they like. 48 LESSON PLAN Each pair of students needs one set of > One student in each pair mixes up the Definition Cards and places them facedown ina pile, > Explain the game: Player A chooses a card and reads the definition aloud. Player B says the correct vocabulary word. (For example, if Player A reads people who are not killed when a disaster occurs, then Player B says survivors.) > Ifeither student has the word on his/her bingo board, he/she puts a marker on the square. If a student doesn’t have the word, he/she does noth > Player B chooses another card and reads the definition aloud. Player A says the vocabulary word. Play continues as described above. > The first player to have four squares covered, in.a row (up/down, across, or diagonally) Options/Alternatives (10-15 minutes] > Students exchange bingo boards, shuffle the cards, and play again. > Depending on your class size, you may also choose to do this game as a whole-class activity.BINGO "people who can't be found | aftera disaster people who arenat killed when adisaster occurs | asudden shaking of the earth’s | surface that often causes a lot | | of damage | ! food that doesn't need | refrigeration, such as canned | and dried foods || the removal ofall people from || an area or neighborhood that is t tod people who have no place to live | terrible, causinga lot of damage, === = | destruction, injuries, and/or death Se Definition Cards H 2 | avery dangerous situation that} people who are either injured or | requires immediate action | killed in a disaster i i 1 asafe place where people may 10 when the area they live in has yen evacuated ty + when there is not enough water for plants and animals to live an interruption inthe flow of } electricity overa large area assmall boxcontaining supplies to { a sudden fall of alot of earth or treat minorillnesses and injuries { rocks down a ill lossof buldings, roads, tees, and; a disaster caused bynature, {a very large amount of water that plants caused by disasters + not people { covers an area thatis usually dry ‘avinga small effect, not serious {the number of people killed + anextremely violent storm {enough to cause much suffering; ina disaster { consisting of air that spins very | andlor damage | quickly and causes a ot of damage PHOTOCOPIABLE copy sco 3» ActVITY24 49Unit 7 > Lesson 1 ACTIVITY TYPE Group work: questions and answers Preparation (5 minutes) > Write on the board the following clauses: Tell me who... Do you know where Could you tell me whether > Use the clauses to ask students embedded questions. For example, Tell me who sings the song “(Heartbreak Hotel.” Do you know where the author [Gabriel Garcia Marquez] is from? Could you tell me whether [The Economist] is « ‘weekly magazine? Call on students to answer the questions. > Invite students to use the clauses to make a few embedded questions of their own. Procedure (15 minutes) > Have students form groups of three to six. One student in each group mixes up the cards and places them facedown in a pile. > Explain the game: The first player takes a card and uses the clause on the card to make an ‘embedded question. He/she earns one point for forming a correct question. > ‘The player to his/her left has the chance to earn one point by correctly answering the question. If he/she answers incorrectly, the next player to the left then has the chance to answer for one point, > Play continues in the same direction until someone answers correctly. Ino one is able to answer the question, the student who asked the question says the correct answer. Students keep track of their points. The card is set aside. 50 LESSON PLAN ACTIVITY 25 > Can you tell me...? ‘TARGET LANGUAGE Noun clauses: embedded questions MATERIALS Each group needs one worksheet cut ards, per/pencilscrap paper for keeping score > Play continues in a clockwise direction, with the next player drawing a card and asking a question > Players can try to “stump” one another with difficult questions so other players do not eam points for answering. However, players must know the answers to the questions they ask. > Play continues until all the cards have been used. The player with the most points wins, Options/Alternatives (15 minutes) > For amore exciting alternative, allow players to answer any question they know the answer to, not necessarily in turn. The first person to answer a question correctly gets the p: > For an easier alternative, divide students into two teams, Distribute half of the cards to each team. Teams have 5 minutes to complete the embedded questions on their cards. They may write directly on the cards. > Teams take tums asking and answering each other's questions. (One point is awarded for forming a correct embedded question; another is given for a correct answer) > After all cards have been read, the team with the most points wins.Tell me why... Tell me when... | wonder why... Can you tell me where. .. Could you tell me whether... Tell me who... wonder who... Do you know why .. . Tell meif... Can you tell me when... Do you know when... Gan you tell me why... Tellme where... t PHOTOCOPIABLE é copy aco 3 ActiViTY2s 51ACTIVITY 26 > What do you think? Unit 7 > Lesson 2 ACTIVITY TYPE ‘TARGET LANGUAGE MATERIALS Group work: guessing game Noun clauses as direct objects ‘One set cf question cards foreach group Of students, ten blank strips of paper for leach student, pens/pencis Preparation (5 minutes) > Write the following question on the board: Which magazine do you think is the most iutcresting? > Call on volunteers to use I think... ,[ believe... ,or I guess anda noun clause to answer the question. For example: | think (tha!) News és the mst interesting magazine. 1 believe (that) Fix Everything is the most interesting. 1 uess (that) Maximum is pretty interesting. > Prompt students to give a little more information about their answers. For example, ask Why do you think [News] is the most interesting? > Have students use noun clauses to answer the following, questions: What is something that you hope your children do /don’t do? What do you think is the best motte ever macie? Procedure (10-15 minutes) > Have students form groups of at least four. One student mixes up the question cards and places them facedown in a pile > Explain the activity: One student takes a card and reads the question aloud. Each student writes his/her own answer on a blank strip of paper. > Students must use a noun clause as a direct object in each answer, For example, if the question is What is something that you think isa waste of money?, students might write [ think fancy ‘cars are a zouste of money or 1 guess that sometimes newo clothes are awaste of money, but 1 buy them anytoay, > The student who read the question collects the sentences and mixes them up. One by one he/she reads the responses aloud, Group members try to guess who wrote each > As appropriate, encourage students to ask one another questions to leam more about their answers. As long as students conduct their conversations in English, it’s OK if they don’t get through all of the questions, Options/Alternatives (5 minutes) > Have students think of their own questions. Re tuse verbs such as think, (don't) know, hope. gues their questions, Play continues as above. ind them to and believe in 52. LESSON PLANWhat do you believe everyone should learn? What do you hope will happen in the future? Whatis one book that you think | What do you hope won't happen is really good? | in the future? What is something that you think | is a waste of money? What is one thing you don’t think is good for the environment? What do you believe is important to teach children? What do you think is the best restaurant in this area? What is something that you didn't | know when you were young? t When you were a child, what did you hope you would be? PHOTOCOPIABLE COPY8GO 3+ ACTIVITY26 53ACTIVITY 27 > Name the reading materials. Unit 7 > Lesson 3 ACTIVITYTYPE TARGET LANGUAGE MATERIALS Group work:reading materials gam= | Types of books vocabuiary; discussing | Each aroup needs one worksheet cut reading material Into cards, srep paper, pen/pencl Preparation (3-4 minutes) > Have students look at the types of books and. other reading materials on Student's Book pages 77 and 81 > Call on students to name specific titles from various categories that they like/dislike. Invite them to say why they feel the way they do. Procedure (10-15 minutes) > Have students form groups of four to six. One student mixes up the cards and sets them facedown ina pile > Explain the game: One player takes a card and reads the sentence aloud. He/she names an example to fit the category on the card. For example, if the card is Name one type of huonfiction book, the player might say biography. > The player passes the card to the player on his/her leit. This player gives another example to fit the category. Play continues around and around the circle until a player is unable to give another original example. > When a player is unable to think of a new correct example to fit the category, the round. ends, That player receives one point. > The same player takes another card and reads the sentence aloud. Play continues as above until all the cards have been used. The player with the fewest points wins, 54 LESSON PLAN Options/Alternatives (10-15 minutes) > For this alternative, each group needs one worksheet cut into cards, a timer that measures seconds or a watch with a second hand, one sheet of blank paper per student, and pens/pencils, > One player mixes up the cards and places them facedown ina pile. He/she chooses a card and reads the sentence aloud. > The player begins the timer, All players have 30 seconds to write down es many examples as they can (o fit the category on the card. > When 30 seconds are up, players take turns reading their responses aloud, If two (or more) players wrote the same response, they both cross it off their list. After all players have compared their lists, players receive one point for every unique ansiver they have. The card is set aside, > The next player chooses another card, reads it aloud, and sets the timer, Play continues as. above. When all the cards in the pile have been used, the game is over. The player with the mest points wins.Name a character in a comic Name a character in a mystery. book. ame: yeteny, Name a magazine that is sold in this country. Name a novel that students often have to read in school. Name one type of nonfiction book. Name a type of reading material that some people think is trash. Name a newspaper that is sold in this country. Name one type of fiction book. PHOTOCOPIABLE COPY8.GO 3» ACTIVITY27 55ACTIVITY 28 > Do you enjoy novels? Unit 7 >» Lesson 4 ACTIVITY TYPE ‘TARGET LANGUAGE ‘Whole class find somearie who. Describing reading habits some ways 10 enjoy books magazines, and newspapers vocabulary Preparation (2-3 minutes) > Ask several students questions such as the following Do you read contics? How often do you read magazines? Have you ever read a memoir? Do you like thrillers? > Ask follow-up questions, such as: Cant you tell me which comics you rend? ‘Tell me your favorite magazine, Procedure (10-15 minutes) > Distribute half of a worksheet to each student, You may choose to give all students the same half of the worksheet, or, for variety, you can give the top half to some students and the bottom half to others. > Explain the activity: Students ask one another questions about the reading habits on their worksheets. For example, Do you enjoy novels? When they find someone who answers in the affirmative, they write his/her name on the first line in that row. > Students then ask for additional information about that reading habit and fill in the second line in the row, Encourage students to use embedded questions whenever possible: Cant you tell me who your favorite author is? > Encourage students to circulate around the classroom to talk to as many people as possible. > Alter siuidents have completed their worksheets, reconvene the class. Invite students to share information they learned about their classmates’ reading habits. Options/Alternatives (10-15 minutes) > Have students add their own follow-up questions, such as Can yore tell re eohat your foworite novels are? Tell me who your favorite mystery toriter is, 56 LESSON PLAN MATERIALS: One half worksheet per student, ers/pencilsFind someone who... Name * collects clippings * enjoys novels. + reads the newspaper. + thinks magazines are a treasure. * listens to books on tape. * skims through some reading materials. * reads mysteries. Details What kind? A favorite author? How often? Which ones? When? What kind of materials? Why? Find someone who... Name * likes comics. * reads aloud. + enjoys nonfiction. + does puzzles. + has read a biography. ‘* thinks a certain kind of reading material is trash, but reads it anyway. ‘+ reads science fiction. Details Which ones? To whom? What types? What kind? About whom? PHOTOCOPIABLE coPYaGO 3» ACTIVITY 28 57ACTIVITY 29 > If you had one wish... Unit B> Lesson 1 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group work:sentence-construction The present unreal conditional ach group of students needs one game ‘worksheet cut into cards, one blank sheet of paper, pens/pencils Preparation (2-3 minutes) > Write the following sentences on the board: If it wore warm and Sunny today, where would yor be? If vou found a wallet on the street, what would you do? > Invite students to answer the questions with their own information, using complete sentences. > After students answer, ask follow-up questions to get more information. For example, Ifa student says If it were roarm and suiny today, { would be at the park, you might ask What would you do there? Who would you go with? Why teould you go there? Procedure (15 minutes) > Have students form groups of three or four ‘They mix up the cards and spread them out faceup ona desk. > Explain the activity: Group members work together and use the phrases on the cards 10 make as many present unreal conditional questions as they can. One student records each correct question as it is formed. Students will use the same words and phrases in more than one question. ‘Answer Key “Answers may include, but are nat limited to, the following: Ifyouhad ary job you wanted, what ‘would you be? Iyouhhad one wish, what would it be? Ifyouwere an animal, what would. you be? Iyouwere « millionaire, what would you de? would you go? 58 LESSON PLAN Hf youcould travel threugh time.to what time would you 907 you could goon vacation, where you could travel to any place in the ‘wold where would you go? > After a group has recorded at least six questions, they take turns asking and answering, the questions among themselves > Encourage group members to ask one another follow-up questions to learn more information about their answers. > The goal of the activity is to prompt discussion, As long as students are conducting their conversations in English, it’s OK if they don’t get through all of the questions of use all of the cards. Options/Alternatives (10-15 minutes) > Alter each question is read, students write their answers on strips of paper instead of saying them aloud. The strips of paper are mixed up, and students try to guess who gave each answer. Myoucould meet someone famous {allve or dead), who would it be? It were wintersummetiavening/2010, what would you do? you bought a camera/house/ear, what kind would you get?any job one wish you wanted travel to any place in the world meet someone famous (alive or dead) é PHOTOCOPIABLE copyaco 3+ ACTIVITY29 59ACTIVITY SO > Create a conversation. Unit B > Lesson 2 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group werk:conversation Accepting responsibility fora mistake; | One worksheet cut into strips for each the past unreal conditional ‘group of students Preparation (5 minutes) > Write the following clauses on the board: If Thad gone to the meeting, Ellen zoouldi’t have gone om vacation if If you hadn't left at 7:00, . > Invite volunteers to complete the sentences in their own ws Procedure (20-30 minutes) > Have students form groups of two to five students, > Explain the activity: Each group receives six text sti sentences or clauses on them. Each group has 10 prepare a short conversation or role play for the class. The conversation may be about any topic and can include any characters. The only rule is that it must include the six sentences or clauses. Students may incorporate the sentences imany way they like. > Encourage students to be creative, perhaps using the sentences in unexpected ways. > Invite groups to present their conversations to the rest of the elass. During the performance, students hold up the corresponding strip each time they say one of the six sentences or clauses. Options/Alternatives (15-20 minutes) > Asa follow-up, students in the audience write past unreal contlitional sentences about the conversation after each group performs. For example, If Jack hadn't forgotten the flashlight, they would have been able to find their éoay home. > For a quicker version of this activity, distribute only two or three text strips to each group to incorporate into a conversation, Give different combinations of strips to each group. 60 LESSON PLANIt wouldn’t have been a problem if . It was entirely my fault. PHOTOCOPIABLE copy&Go 3+ AcTIVITY30 61Nora a VA ae eee a Unit & > Lesson 3 ACTIVITY TYPE TARGET LANGUAGE MATERIALS Group workecard game Descriptive adjectives ‘ne worksheet cut int cards for each group ofstudents,pen/penl, ‘rap paper Preparation (5 minutes) > Have students form groups of three or four Distribute a set of cards to each group. Give students a time limit (about three minutes) to pair cards that have the same or similar meanings. One card, the “inventor card, will be left over. > Review the correct answers: cutting-edge—state-oF the-art top-oF-the-line—high-end novel—innovative crazy/silly—wacky unique—difterent/ one-of-a-kind juick/ fast—efficient slow /not working well—inefficient low-tech—using old methods/not modem Procedure (5 minutes) » Students remain in their groups, One student mixes up all 17 cards and distributes them to group members, (Some stuclents will have an extra card.) If any players have matching cands in their hand, they set them aside. > Explain the game: The first player chooses (without looking) any card from the hand of the player to his/her left. If the player can use the card with one of his/her own to make a pris.then he/she sets aside that par of cards. I the player can’t use the card to make a match, then he/she keeps the card in his/her hand. > Play passes to the next player to the left He/she chooses a card from the hand of the player to his/her left. > Play continues in this way among all players. Players continue to draw cards until all cards have been matched except for the inventor card, If player uses all of his/her cards, then he/she is done and waits for other players to finish the game. 62 LESSON PLAN > ‘The player who holds the inventor card when the last pair has been made gets one point. > When all cards have been paired, students take turns making sentences with each pair of adj nn their cards. For example, My car is afficient, My stereo fs state-of-the-art > Players mix up all the cards and play again. Aiter a certain number of rounds (3-5) the player with the fewest number of points wins. Options/Alternatives (10-15 minutes) > Students in each group set aside the unmatched inventor card, mix up the remaining cards, and spread them out facedown ina grid ona desk, > One player flips over any two cards and reads them aloud. > If the cards match, then the player picks up these two cards, sets them aside, and takes another turn, > If the cars do not match, then the player tums the cards over again and returns them to their original positions. As much as possible, players should try to remember the location of each card as itis flipped over. > The next player flips over any two cards. Play continues as above until all cards have been matched. The player with the most matched cards at the end of the game wins