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What's Wrong with It?
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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I'd like to make a complaint!
This activity is designed to be taught with Exercise 2, "Conversation."
Time: 10–15 minutes. This role play practices making complaints and describing problems.
- Set the scene: Students imagine that they had dinner with some friends in a restaurant last night. Unfortunately, they didn't have a good time. Explain the first task: Students work in pairs to write down five things that they weren't happy about (e.g., the meal, service, atmosphere). To model this part, elicit several suggestions about things that could have gone wrong at dinner and write them on the board. For example:
We had to wait an hour before we were seated.
The waiter was really rude.
There wasn't a separate nonsmoking section.
- Now explain the second part of the task: Students form new pairs and take turns role-playing a phone conversation between the customer and restaurant manager. The customer complains about what happened, and the manager tries to give a suitable excuse for each complaint.
- Pairs do the role play. Set a time limit of about five minutes. Afterward, ask volunteer pairs to act out their role plays in front of the class – while sitting back-to-back, holding imaginary phones.
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Odd word out
This activity is designed to be taught with Exercise 3, "Grammar Focus: Describing problems."
Time: 10–15 minutes. This popular game (often called "Odd Man Out") challenges students to form lists of related words with one exception in each. It can be played at any time with any unit or topic.
- Have students form groups of four or five. Explain that they will work together to make up three separate lists of words in which each list has three related words. Then they must add one more word to each list that doesn't fit with the other words.
- Model the task by giving several examples:
List 1:
List 2: |
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dirty
jacket |
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stained
sunglasses* |
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torn
shirt |
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clean*
tablecloth |
(Note: * = odd word out)
- As groups do the task, go around and give help as needed. Encourage students to use their textbook to find words in Units 1–6, rather than a dictionary.
- Now groups take turns reading their lists aloud to the class or writing them on the board, whichever is preferable. Other students try to guess which is the "odd word out."
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Council meeting
This activity is designed to be taught with Exercise 7, "Grammar Focus: Need with passive infinitives and gerunds."
Time: 15–20 minutes. This activity allows students to personalize the language from Unit 6 by describing things that need to be done in their town or city.
- Divide the class into groups. Ask each group to make a list of the ten most important things that need attention in the town or city where your school is located.
- To model the task, ask the class for examples of things that need to be done in the city; write them on the board:
The fountain in the park needs to be repaired.
City Hall needs painting.
- Ask each group to select a secretary, who writes down the problems that the group comes up with. When the group has a list of ten items, students need to rank them from 1 (most important) to 10 (least important).
- Set a time limit of ten minutes. As groups do the task, walk around and give help.
- When time is up, groups take turns presenting their lists to the rest of the class.
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Game – Tic-Tac-Toe
This activity is designed to be taught with Exercise 8, "Word Power: Appliances."
Time: 5–10 minutes. This activity practices forming sentences. It can be adapted for use with any unit.
- On the board, draw a grid with nine squares (i.e., three rows by three columns). Ask students to call out verbs (e.g., Unit 6: damage, scratch, repair); write them on the board.
- Divide the class into two teams – Team X and Team O. Team X starts by choosing a verb and making a sentence with it. If it's wrong, Team O gets a chance to use the same word. If Team O makes a correct sentence, write an O on the grid. Then it's Team O's turn. The game continues until one team gets tic-tac-toe (i.e., three Xs or Os together in a row, in a column, or diagonally).
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