Materials: Worksheet 2
Dynamic: Whole class
Time: 20 minutes
Procedure: 1. Distribute one copy of the
worksheet to each student. Tell students to circulate, asking the questions on
the worksheet.
Example: On the worksheet:
is afraid of spider
Student A: Are you afraid
of ghosts?
Student B: Yes, I am.
2. When the
questioning student gets a yes answer, he/she fills in the answerer’s name. If
the answerer answers no, the questioning student continues until he/she finds
someone who answers yes.
3. When a
student completes the worksheet, he/she sits down, but still answers other
students’ questions. Not all students may be able to complete every entry. If
they have asked all their classmates a question and no one has said yes, they
can also sit down.
4. Go over as
many of the questions/answers as time allows.
NOTE: You can limit answers
to only one yes answer per student.
This avoids students pairing
up and talking to only one or two other students. Or you may allow students to
write a classmate’s name as many times as that student answers yes.
SHORT ANSWERS 1
Materials: Strips with answers (Worksheet 3)
Dynamic: Pairs/Small groups
Time: 20 minutes
Procedure: 1. Divide the class into pairs or
groups of three or four.
2. Give each
group several strips with short answers on them. Have the students work
together to write questions for the answers.
3. The
members of each group can take turns reading their questions and answers aloud,
or one student can read for the group. The rest of the class judges whether the
questions are appropriate for their answers.
SHORT ANSWERS 2
Materials: None
Dynamic: Pairs/Small groups
Time: 30 minutes
Procedure: 1. Divide the class into pairs or
groups of three or four. There should be an even number of groups if possible.
2. Each group
writes five short answers on a piece of paper, exchanges answer papers with
another group, and writes appropriate questions for the other group’s answers.
Examples:
Group 1: Yes, I do. Group 2:
Do you walk to school?
No, he wasn’t. Was Adel late
for class?
No, you aren’t. Am I from
France?
Yes, they did. Did they
leave at 12:00?
No, she didn’t. Did Nada
lend you her car?
3. Put the two groups
together and have them return the answer papers. The group who wrote the
answers checks that the questions are appropriate.
NOTE: This activity can be adapted to a
higher level by using different tenses, such as a mixture of perfect tenses.
SUGGESTION: Before dividing your class into pairs, tell them
what tense to use or, for the higher-level class, if the activity is intended
to be a verb review.
INFORMATION, PLEASE
Materials: Worksheet 4 (optional)
Dynamic: Pairs
Time: 30–45 minutes
Procedure: 1. Divide the class into pairs.
Assign each pair a different topic to discuss. Partner A asks the questions;
partner B provides his/her own answers. Partner A can use the worksheet
questions as a guideline, but encourage students to think of other, more
specific questions. For low-level students, you may want to provide answers for
partner B or have the partners work together to create answers. Higher-level
students can use the worksheet as a guide and then develop their own questions
based on the situation.
SUGGESTED TOPICS: mall information, desk airline
information, ticket booth, county fair information, office bus information, college
information, line library, hospital information desk, local tourist attraction
2. Have the
students practice their questions and answers several times. They will do a
telephone role played for the class, so they should be familiar with the
questions and answers. Circulate, helping the pairs with their grammar and
checking their answers.
3. The
partners take turns presenting their role played to the rest of the class.
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