|
|
|
|
The Right Stuff
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.
|
|
Go to the Resources Page for This Unit |
Word associations
This activity is designed to be taught with Exercise 4, "Grammar Focus: Infinitive clauses and phrases of purpose."
Time: 10–15 minutes. This activity extends and recycles students' vocabulary, with a focus on nouns. (Note: This activity could be adapted to any unit and the focus changed to adjectives, verbs, phrases, and so on.)
Preparation: Choose some nouns from this unit or from a previous one, with which students can readily make some associations.
- Explain the activity: You will call out a noun, and students have to quickly say words that they associate with it.
- Model the activity by seeing how many words students can think of that relate to a common topic, such as languages. For example:
Teacher: Languages.
Student 1: English.
Student 2: Japanese.
Student 3: Vocabulary.
Student 4: Hard.
Student 5: Memorizing.
- Divide the class into groups. Tell each group to choose a secretary, who also gets to take turns giving word associations during the activity. Now call out one word. Each secretary writes it down and then continues to add each word that his or her group comes up with. Set a time limit of about three minutes.
- Call on groups to read out their words. The group with the largest number of word associations is the winner.
|
Back to Top
|
Mix and match
This activity is designed to be taught with Exercise 6, "Word Power: Qualities for success."
Time: 15–20 minutes. This activity practices making statements with infinitive clauses and phrases of purpose.
- Write ten adjectives on the board that can be used to describe a business or an organization (see Exercise 6 on Student's Book page 74). Then write another list on the board with the names of five types of common businesses.
- Students form pairs. Tell them to write sentences using infinitive clauses and phrases of purpose (see Exercise 4 on page 73) about each of the businesses while using adjectives from the list. Give an example:
In order for a hospital to be great, it needs to have a hard-working and talented staff.
- As pairs do the task, walk around and give help. After about ten minutes, ask volunteers to share their sentences.
|
Back to Top
|
Who won first prize?
This activity is designed to be taught with Exercise 9, "Grammar Focus: Describing features and giving reasons."
Time: 15–20 minutes. This activity practices describing an idea for a contest and making suggestions.
- Explain that the class will imagine that they work for an advertising company. They have been asked to think up a contest that will help boost sales of a new product; they must also decide on what kind of first prize will be given to the winner of the contest.
- Give the class the following example:
Teacher: In order to promote sales of a new chocolate bar, people have to try to guess how many chocolate bars will fit inside a new sports car. The winner gets the sports car and all the chocolate bars as the first prize!
- Students form pairs or small groups and do the activity. Set a time limit of about ten minutes.
- Students take turns reporting on their contest ideas.
|
Back to Top
|
Think fast!
This activity is designed to be taught with Exercise 13, "Reading: The wrong stuff."
Time: 5–10 minutes. The goal of this activity is to have students practice making statements or asking questions with pre-selected vocabulary. This could be done in a group or as a whole class activity. (Note: This activity could be adapted for use with any unit's vocabulary and grammar points.)
Preparation: Choose words from this unit or other words that would be useful for students to review.
- Model how the activity works: Give the class a word or an expression and then call on one student to use the word in a statement or in a question; designate the verb tense if that is also a focus. For example:
Teacher: Make a question about an expectation with be supposed to. Juan.
Student 1: Am I supposed to bring my book to class every day?
(Note: This student calls out the name of another student.)
Hanako?
Student 2: What are you supposed to bring with you when you go to a friend's house for dinner?
- See how long students can keep going before giving them another word, function, or type of structure.
|
Back to Top
|
Game – Twenty questions
This activity is designed to be taught with Exercise 13, "Reading: The wrong stuff."
Time: 10–15 minutes. This popular game has students practice using yes/no questions in order to guess something (e.g., a person, place, topic, problem) that someone is thinking about. (Note: This game could be adapted for use with any unit's topic.)
- Explain the game: Students form groups. Each group must think of some environmental or other modern-day problems that were discussed in this unit. Then they choose just one of the problems to use as their "secret" during this activity. Tell students to discuss their choices quietly so that other groups do not overhear what their final decision is.
- To play the game: Groups take turns sitting at the front of the classroom. Explain that the rest of the class gets to ask each group a total of twenty yes/no questions to find out which problem the group is thinking of. Make sure that students ask only questions that can be answered with "Yes" or "No." For example:
Is the problem about pollution?
Are you thinking about how to stop acid rain?
Does this problem exist in . . . (country)?
- After all groups have had a turn being "It," ask "Which group stumped the class the longest (i.e., was asked the most yes/no questions)?" Then declare that group the winners.
|
Back to Top
|
|
|
