They simply take turns picking three cards and using them to make a correct sentence. Students earn one point for each correct sentence they make. What should he have done? What other kinds of jobs would she have been good at? Gardner has a broken arm. What might have happened? What could he have done? 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.
During the performance, students hold up the corresponding sentence strip each time they say one of the five sentences. Give different combinations of sentences to each group.
It might not have been hard to get there. That must have been a big problem! What kinds of things do you make? What experience do you have making things? Repeat the exercise by asking students about logical thinking ability and business experience.
Ask questions to prompt students to give more details about their skills, abilities, and qualifications. 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. Students review the skills, abilities, and qualifications on their worksheets, Have them ill 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 languages do you speak? Are you athletic? They make note of these details. Can you tell me more? What kind of sports do you play?
Invite students to share information they learned by making complete sentences. For example, Denise is artistic.
She's good at drawing and painting. Permision granted to reprcice for classroom ue Find someone who has Two of the sentences should be true, and one should be false. The sentences may cover a range of topics.
For example: 1. When I was a child, I thought I would be a nurse. Tcould have made a better career choice. Invite students to guess which sentence is false. 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 number 3.
The other group members secretly write on a piece of scrap paper the number of the sentence they think is false centence 1, 2, oF 3. Other group members reveal which sentence they guessed. Players continue to keep score as above. 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.
At the end of the game, the player with the most points wins. For example, You must have been good at science or You must have enjoyed helping people.
Again, invite students to complete the sentence in their own, ways like to be outside, have children, have big families, like to eat. One player mixes up the cards and places them facedown in a pile.
Alll 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 loves parties, likes costumes, enjoys parades, has never gone, has the chance.
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. When all the cards in the pile have been used, the game is over. Anyone who hould go to Carnaval in Rio de Janeiro. Anyone who she wants to can enter the church. Anyone who wants to can enter the church. The band that we saw in the parade is very good. Ifthe sentence is incorrect, the player must fix it.
Play continues in this way among all players. They take turns choosing a card, stating whether or not 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.
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. The man was speaking with will beat the picnic later. Inmany countries a woman who she's getting married wears white. On the Day of the Dead we remember people that they who have died. The fireworks whowe saw were spectacular.
Explain that you'll ask questions bout the holiday to try to guess which holiday the student is thinking of. Do people celebrate the holiday in this country? Do people eat special food on 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.
Tell students how many questions you asked to correctly guess the holiday. 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. For example, Is ita religious holiday? Is it in the summer?
Do people often give ench other gifts on this holiday? The player with the card can answer only Yes or No. 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. 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 ae. Js it a holiday for people Is it a holiday that takes Do children go to school t who?
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. One-point questions are easiest, 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.
If the team answers correctly, they get the indicated number of points. Teams keep score as they play. When all cards have been read, the game is over.
The team with the most points wins. True or False: If you get engaged to someone, then you agree to mary that person. One by one, secretly give them commands such as turn down the radio, don't get dressed, go to bed, etc.
Students act out each command. For example, You said to turn dowon the radio. You said not to get dressed. You said to go to bed. A student in each group mixes up the cards and places them facedown ina pile. The teller whispers the command to the actor. The actor pantomimes watching TV picking up the remote, turning on the TV, Jeaning back in a chair, flipping channels, etc. They use indirect speech to say what they think the command was.
The actor from the last round is now the teller. Give each group a set time limit about 1 minute to guess as many commands as they can. Play tennis. Take medication. Eat something. Do aerobics. Go skiing. Watch TV. Clean the house. Read the newspaper. Photocopy something.
Don't go shopping. Don't march in a parade. Take a shower. Get married. Make breakfast. Open the door. Wash the dishes. Klein said that he'd changed his plans. Klein told Ms. Jones that he'd changed hus plans. The first player takes a card and reads the sentence aloud.
The name in parentheses becomes the object of the verb tell. It is not used if the coin lands on the say side. On each turn, they must make two correct sentences, one with say and one with tell, in order to advance to the next space.
Experts predict there will be very strong winds. They say there will be power outages. The vind will be so strong that it will probably break windows. You'll need to stay in your basement for a feco days until the storm passes.
What things do you think you'll need to have with you in the basement? Record their answers in a list on the board. Provide vocabulary as necessary. Students might suggest items such as bottled water, blankets, non-perishable food, a can opener, candles, matches, flashlights, batteries, a radio, books, sleeping bags, extra clothes, toilet paper, toothbrushes, games.
Distribute one worksheet to each group. The basement is so small that they will be able to take only ten items with them. They may try to convince other group members to change their minds about items or their order of importance. Distribute a set of Definition Cards to each pair and a blank bingo board and markers to each student.
They may write the words in any order they like. Each pair of students needs one set of Definition Cards. 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. Player A says the vocabulary word. Call on students to answer the questions. One student in each group mixes up the cards and places them facedown in a pile. If no one is able to answer the question, the student who asked the question says the correct answer.
Students keep track of their points. However, players must know the answers to the questions they ask. 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. One point is awarded for forming a correct embedded question; another is given for a correct answer. Tell me why Tell me when I wonder who Do you know where Do you know whether Do you know what I've been wondering who Tell me who Do you know why Tell meif Can you tell me when Do you know when Can you tell me why I wonder if Can you tell me where I'd like to know what Tell me what Can you tell me who I wonder what Could you tell me where For example: I think that News is the most interesting magazine, I believe that Fix Everything is the most interesting.
I guess that Maximum is pretty interesting. For example, ask Why do you think [News] is the most interesting? What do you think is the best movie ever made? One student mixes up the question cards and places them facedown ina pile.
Group members try to guess who wrote each sentence. Remind them to use verbs such as think, don't know, hope, guess, and believe in their questions. What is one book that you think i What do you hope won't happen : is really good? Invite them to say why they feel the way they do. One student mixes up the cards and sets them facedown in a pile.
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. That player receives one point. Play continues as above until all the cards have been used. The player with the fewest points wins. All players have 30 seconds to write down as many examples as they can to fit the category on the card. 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 answer they have. Name a character in a comic i book. Name a character in a mystery. Name a magazine that is sold in Name a novel that students often i this country. Name a type of reading material: Name one type of nonfiction book.
Top Notch builds confidence for successful oral expression through an expanded speaking pedagogy and prepares students for academic work through the development of critical thinking skills and reading and listening strategies.
Top Notch prepares students to communicate in English with a diverse array of speakers around the world who have a wide range of native and non-native accents. An emphasis on cultural fluency enables students to navigate the social, travel, and business situations that they will encounter in their lives. The six-level Top Notch program makes English unforgettable through multiple exposures to language, numerous opportunities to practice it, and systematic and intensive recycling.
Goals and achievement-based lessons with can-do statements enable students to confirm their progress. Popular Books. The Becoming by Nora Roberts. Pular no carrossel. Anterior no carrossel. Enviado por Daniela Gonzales Blurry. Denunciar este documento. Fazer o download agora mesmo.
Pesquisar no documento. Eoch full level of Top Notch contains material for hours of classroom instruction.
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