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What Does He Look Like?
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 – What's the question?
This activity is designed to be taught with Exercise 4, "Who Is It?"
Time: 10–15 minutes. This activity reviews Wh-questions.
Preparation: Each student will need three blank cards.
- Divide the class into two teams – Teams A and B. (Note: This activity can also be done in groups.) Give each student three blank cards.
- Students think of three statements that could be answers to Wh-questions (e.g., She works in a zoo. He's a flight attendant for United. I study dance at UCLA.). Then students write one statement on each card. Walk around the class and give help when needed.
- Collect all of the students' cards and put them in a pile facedown.
- Team A starts: One student picks up a card and reads it aloud to a student from Team B. That student then tries to make a suitable Wh-question for it. Students on both teams decide whether the question is correct or not. If it is, Team B wins a point; if it isn't, a student from Team A tries to correct it. If the correction is acceptable, Team A gets the point instead. Keep a tally of the scores on the board. The team with the most points wins.
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Is this me?
This activity is designed to be taught with Exercise 5, "Writing."
Time: 10 minutes. This provides additional practice in describing people.
- Students write six statements about themselves – four that are true and two that are false.
- Students work in groups and take turns reading their statements. If a student hears a false statement, he or she says "False!" and then gives the correct information, like this:
Student 1: (reading statements) I'm pretty tall. I have straight black hair.
Student 2: False! You don't have straight black hair. You have curly black hair.
Student 1: You're right! OK, my eyes are green. I have a mustache. I'm wearing jeans. I'm in my twenties.
Student 3: False! You're not in your twenties. You're 18!
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Game – Colorful things around us
This activity is designed to be taught with Exercise 10, "Reading: Hip-hop fashions."
Time: 10–15 minutes. This activity involves identifying the colors of objects in the classroom.
- On the board, write the names of the twelve colors from the color chart. Then brainstorm with the class and try to come up with additional names of colors in English that the students already know. Add these to the list on the board.
- Using the total number of colors on the board, divide the class into small groups, assigning one or two colors to each group.
- Explain the game: Each group looks around the classroom and makes a list of the names of objects that have their assigned color(s). The group that finds the most objects in five minutes is the winner.
- When time is up, groups report their findings to the class, like this:
Teacher: Group 1, how many things did you find?
Student 1: We found six red things in the classroom.
Teacher: What are they?
Student 1: Well, Sabrina's skirt is red.
Student 2: And your pen has red ink.
Student 3: There are red stripes in the U.S. flag.
Student 4: And . . .
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Sentence-making contest
This activity is designed to be taught with Exercise 10, "Reading: Hip-hop fashions."
Time: 10–15 minutes. This activity reviews describing people, their careers, and changes in their lives.
Preparation: In the class before the activity is done, each student brings one color magazine picture showing several people doing various activities. Collect the pictures and choose the best ones for this task. The number of pictures should equal the number of groups (e.g., class size 20 = 4 students in each group = 5 pictures needed). Then number each picture (e.g., #1, #2).
- Group work: Give each group a picture and explain the game: Students try to make as many different sentences as they can – in three minutes – about the people in the picture. On a separate piece of paper, the group secretary writes down the picture's number and every sentence the group can think up.
- When the first three-minute time limit is up, groups exchange pictures (clockwise around the class) and do the task again with the next picture. On the same piece of paper, the group secretary again writes down the picture's number and all the sentences that the group forms. Continue the activity until every group has written sentences for each picture passed around.
- Class activity: Now find out which group has written the most sentences for each picture. Then that group holds up the picture while the group secretary reads their sentences aloud to the class.
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