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What's the Matter?
The activities below provide fun exercises for the entire class when you have extra time. They are designed to be taught with specific exercises in this unit. Click on an activity in the list below or scroll down the page.
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Game – Spelling challenge
This activity is designed to be taught with Exercise 1, "Word Power: Parts of the body."
Time: 10–15 minutes. This game can be adapted for use with later units. Here, students practice the spelling of the parts of the body. This is a noisy activity.
- Books closed. Divide the class into two teams and set a time limit. One student from Team A calls out the name of a part of the body. One student from Team B spells the word.
- You write each letter on the board as the student spells it. Write exactly what the student says. If the student says e when he or she means i, write e. If the student wants you to erase or start over, he must tell you that, understandably, in English. Otherwise, just write each letter as the student says it.
- Optional: To add more challenge, set a time limit (30 or 45 seconds) in which the student must spell the word. If you wish, you may also let other students on the team help, but write only what the student spelling the word says.
- Teams take turns giving a word and spelling. The winner is the team with the most right answers at the end of the game.
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Simon says
This activity is designed to be taught with Exercise 1, "Word Power: Parts of the body," and Exercise 10, "Reading: 10 Simple Ways to Improve Your Health."
Time: 5–10 minutes. Students will enjoy this active game, which reviews the parts of the body and previews imperatives.
- Explain or demonstrate the game. Students are standing. The leader gives commands beginning with "Simon says" (for example, "Simon says, 'Point to your feet' "). Students must follow the commands. When the leader does not include "Simon says" in the command (for example, "Point to your feet"), students must not follow the command. Students who do follow the command that does not include "Simon says" are "out" and must sit down. The last student standing is the winner.
- Play the game, taking the role of leader yourself. To increase the challenge and to finish the game more quickly, give the commands more quickly. Students make more mistakes when they have less time to think.
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How to live dangerously
This activity is designed to be taught with Exercise 10, "Reading: 10 Simple Ways to Improve Your Health."
Time: 10–15 minutes. This activity practices imperatives and the vocabulary introduced in Unit 12.
- Tell students that they're going to give "advice" about how to live dangerously. (Many of the suggestions can be the opposites of the "good advice" in the article.) Write one or two examples on the board:
Don't wear a seat belt.
Always go to bed late.
- Divide the class into groups of four to five. Ask each group to come up with 10 suggestions for "living dangerously."
- Elicit the suggestions from the groups. Write them on the board.
- As a class, decide which suggestions are the most dangerous.
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