Verb “to be,” present tense with subject pronouns – p. 4 “To be” with yes/no questions and answers – p. 5




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НазваниеVerb “to be,” present tense with subject pronouns – p. 4 “To be” with yes/no questions and answers – p. 5
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Activity Ideas:



Beginner Levels

  1. Guess Who?

    1. Using the vocabulary we know, make a list of possible questions regarding physical appearance.

    2. Using a group picture or members of the class, ask learners to think of someone and describe them to the class.

    3. Have people try to figure out who it is.




  1. Describe a Scenario: I lost my job; It is Jennifer’s birthday.

    1. Have students describe states of being, practicing the first, second and third person. Do this exercise orally or in the form of a worksheet.


Intermediate Levels

        1. Drawing from Description:

Materials: several large pieces of paper or a portable white board.

    1. Have learners draw a picture of a person on a large piece of paper (the image could be taken from a magazine or book as well) and place the drawing so that it is visible to everyone in the classroom except the facilitator.

    2. Then learners describe the person in the drawing, and the facilitator tries to replicate it according to their description.




        1. I feel ________ when _________ :


Advanced Levels

              1. Describing Moods Ice-Breaker

                1. With your class, brainstorm a list of adjectives that describe moods.

                2. Ask learners to pick a word that describes their mood.

                3. Have learners mingle as they tell each other what word describes their mood and why.

                4. Have people share the answers they have heard.

                  1. This activity works well as a transition into a Monday class.



Nouns: Singular and Plural

(Beginning Levels Only)

Examples (pronunciation)


  • Book – books; use /s/ with words that end in /p/, /t/, /k/, /f/, and /th/

  • Apple – apples; use /z/ with words that end in voiced consonants /b/, /d/, /g/, /v/, /dh/, /m/, /n/, /η/, /l/, /r/

  • Peach – peaches; use /əz/ with words that end in /s/, /z/, /š/, /ž/, /č/, and /j/


Activity Ideas:


  1. Singular Vs. Plural

    1. Use magazines, pick a category (e.g. food, clothing) and ask students to cut out singular and plural objects.

    2. Make two lists on the board, one with singular and one with plural nouns.




  1. Classroom Objects

  1. Describe objects from the cutouts or around the classroom to practice singular/plural, ‘To be’, and adjectives.

    • The bananas are yellow, The pen is blue, The apples are big, The dishes are clean.



Prepositions of Place and Movement


A preposition is a word that is used to show the relationship of a noun or pronoun to another word:

Above Far On

Across Near Next to

Around In To

Below Under From

Between Over





  1. A prepositional phrase is made up of a preposition, a noun, and sometimes a word that describes a noun.


TO, FROM – Use with verbs movement (e.g. go, come, drive, etc.):

  • Go to work

  • Drive to California

  • Come from home

  • Fly to Texas from Rhode Island.


AT, ON, IN – Use with static (non-movement) verbs and places (cities, countries, states, etc.)

Differentiating between at, on, and in:

IN


With spaces:

  • In a room / in a building

  • In a garden / in a park

With bodies of water:

  • In the water

  • In the sea

  • In a river

With lines:

  • In a row / in a line

  • In a queue

AT


With places:

  • At the bus-stop

  • At the door

  • At the movie theater

  • At the end of the street

With places on a page:

  • At the top of the page

  • At the bottom of the page

In groups of people:

  • At the back of the class

  • At the front of the class

ON


With surfaces:

  • On the ceiling / on the wall / on the floor

  • On the table

With small islands:

  • I stayed on Maui.

With directions:

  • On the left

  • On the right

  • Straight on

(Spring 2002, Sara & Olivia)
1   2   3   4   5   6   7   8   9   ...   15

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