Activities and Overview of a Language Course

Read in your textbook or in any other available resource on the topic of Verb BE. 3. Write a personal ad describing yourself, activities you do, hobbies, where you work, where do you live, etc. Focus on two or three questions available in Appendix A to write your ad. 4. Bring the ad to class. Prep-04-26-04 Carmen L. Lambda, De-D. 7 program O'Hara 5. Carry out some research on someone famous. Think of a person you would like to interview and do some research on the Internet on that person. It could be an athlete, and actress or actor, or the president. Make sure you have enough information on this person. Activities 1. Ice breaker activity will be carried out.

In order to do this, have students read their ads. Ask students to listen to the ads and have them jot down any similarity or striking fact they would like to hear more about. After everyone reads their ad, have students get up and go about the room and ask each other about specific details they thought were interesting. Let them converse among themselves. . After that, have students talk about something they found out or thought interesting about the people they talked to. Facilitator can participate in this activity. 3. Facilitator provides an overview of the course. Particular emphasis should be placed on objectives, evaluation criteria, student participation, and group work.

If any changes are made to the grading evaluation criteria, these should be given in writing to the student and the office program during the first workshop. 4. Discuss evaluation criteria. 5. Select Student Representative. 6. Tell students they are going to review the alphabet and most of all review alphabetical order. Tell them you are going to give each student a card. Each card has the name of a different animal, or thing. Ask students to look at their card, but tell no one what they have. By acting (walking, acting, or making sounds) like the animal or thing they should go around the room and try to place themselves in correct alphabetical order.

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Facilitator should create his/ her own list of things and animals, but these are some examples: a. Kangaroo b. Ostrich c. Tiger d. Bear 8 e. Clock f. Snake g. Bird h. Train 7. Provide students with about 10 minutes to try to sort themselves alphabetically. Once students are sorted, have them read out their card. Did they get it right? Be sure to review any alphabetizing questions they may have. 8. Present students with a review of the VERB BE in present tense. Am am from Mexico City (l am) What's your name? (What is) My name is Maria Where are you from? 9. Have students pair up. Ask students to interview each other, making sure each student gets the name, phone number and address of the person he/ she is interviewing. 10.

Have students introduce the person by providing the details requested (phone number, name, and address). Have them use the phrases: This is (name). His/Her address is His/Her phone number . 11. As students say the information help them and guide them to say the addresses and phone numbers correctly concentrating on the numbers and on using the verb be correctly. 12. Have students again pair up. Facilitator should try pairing them up with someone different each time. Ask them to decide on a famous person they would like to interview. This famous person could be an athlete, actor, actress, or president. Use the research you carried out prior to the workshop. 13. Write up an interview for that famous person.

Have One of the students portray the famous person and have the other person be the interviewer. Practice your interview and present the role play to the class. Be sure to use verb be correctly. 9 14. Have students complete the assignment presented in Appendix B. Students should hand in during the next workshop (Workshop 2). (HINT: Make copies of the assignment and hand in once you complete it. 15. Offer a preview of Workshop 2 and discuss upcoming homework. In order for students to complete the homework, ask them to work in groups. Make sure the composition of the group has been decided before they leave the classroom. Ask them to provide you with a list with the group members. Groups should not have more than four students.

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