175 TEACHER’S NO TES Unit 1 WHO Y OU KNOW Materials: One copy of worksheet A and worksheet B per pair of students Arrange Ss into A and B pairs and distribute the worksheets. Explain that in each of their sentences the underlined word is wrong, and their partner has a sentence with the correct word in it. Ss take it in turns to read out a sentence. Their partner has to find the sentence that contains the correct word and read it back to them. Ss can then swap the underlined words to correct their sentences. Demonstra te the acti vity by reading out Student A’ s first sentence and asking one of the stronger Student Bs to find the sentence that contains the correct word. You may wish to write both sentences on the board to ensure that Ss understand the activity. Monitor and help Ss with vocabulary if necessary . When Ss have finished, check the answers and encourage Ss to explain the differences in meaning between each pair. Answers: Worksheet A: 1 pupil 2 classmates 3 member 4 take after 5 boss 6 godmother 7 had a fiancé/fiancée 8 extended family 9 side 10 relatives Worksh eet B: 1 team-mates 2 employee 3 ancestors 4 great-grandmother 5 family history 6 mentor 7 partner 8 roots 9 ‘m related to 10 inherited Then ask Ss to go through the sentences and discuss with their partner which are true and f alse for them. Tell Ss they can change the false ones, making them true for them. Encourage the Ss to ask follow-up questions to find out more information. Elicit any interesting information they found out for feedback. COLLOCATION DOMINOES Materials: One set of dominoes per group Draw a simple sketch of a domino on the board and ask Ss if they know this game and what it ’s called in their language. Arrange Ss into groups of three (or groups of four if you have a large class) and give each group a set of dominoes. Explain the game and demonstrate. One student deals the dominoes and each player places their dominoes face up in front of them. One student starts the game by putting down a domino in the middle. Ss take it in turns to add a domino to either side, forming correct collocations. If they place a domino to the left, it needs to be the correct verb. If they place a domino to the right, it needs to be the correct word(s) to complete the collocation. If they can’t go, they miss a turn. The winner is the first player to put down all their dominoes. While they are playing, go round and check that Ss are forming correct collocations, and answer any questions they have. As a follow-up, Ss can discuss some of the collocations in their groups. T ell Ss they will have to think carefully about how to use the collocations in questions. Remind Ss of question forms they might need, e.g. When did you last take a taxi? Have you got a degre e? Do you tak e after anyone? Ha ve you ever d one any research? A re you going to do any housework this week end? etc. Elicit any interesting information they found out for feedback. SIMILARITIES Materials: One worksheet per student Explain that Ss are going to ask questions to find out about each other. Distribute the worksheets. Check that Ss understand the sentences , and what kind of information they need to supply. Ask Ss to work alone and complete t he sentences with true information about themselves. When they have finished, ask them to write three more interesting facts about themselves in the spaces provided. For late f inishers, this could be reduced to one or two sentences. Go round and check their sentences before they start the activity. Arrange Ss into pairs. Elicit what questions they need to ask in order to find out the same information about their partner (including What’s your name? and How do you spell that?for the top of the column). T ell Ss they should put a tick in the box if their partner’s answer is the same as their own, or put a cross in the box if it is different. While they are asking each other the questions, monitor carefully and note down any errors and examples of good language you hear for later feedback. When they have finished one column, tell Ss to f ind another partner and repeat the process. When they have done this with four different partners (or three if you are short of time), ask Ss to add up the number of ticks they have for each partner to find out who they are most compatible with. Elicit a few answers. In feedback, go through any common errors with the class and draw Ss’ attention to any examples of good language that you heard. QUEENS AND KINGS Materials: One copy of worksheet A and worksheet B per pair of students Lead into the topic by asking Ss some questions related to queens and kings, e.g. Does your country have a king or queen, or a president? What are the advantages of having a king or queen as the head of s tate? What are the disadvantages?Arrange Ss into A and B pairs and distribute the worksheets. Give Ss a fe w minutes to read their texts before they start the activity. Both Ss have the same texts but information is missing from one of them. T ell Ss to ask their partner questions in order to complete the information in their text. With weaker students, give them time to write down the questions they need. Possible questions: Worksheet A: 1 When was she born? 2 Who is she married to? 3 What did they receive? 4 What were they doing in 1948? 5 What was she doing in 1952? 6 What did she celebrate in 1977? 7 Wh at did she cel ebrate in 2002? 8 What is she hoping to beco me at the moment? 9 What does she pr efer? 10 Wha t is she c urrently working hard to do? Worksheet B: 1 Where was he born? 2 Who did he get married to in 1962? 3 How many grandch ildren do they have? 4 What did the dictator Francisco Franco name Juan Carlo s as in 1969? 5 What was th e dictator doing in 1974 and 1975? 6 Wha t did Juan Carlos do on the 22nd of November 1975? / What did Juan Carlos do two days after the dea th of Franco? 7 Wha t is he en joying at the moment? 8 What is he doing at present? 9 What languages does he speak? 10 What were the Spanish football team celebrating?
