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Basic 2 (Level 3)

Basic 2 (Level 3)

Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16

Unit 9

Description
After completing the grammar in this Unit, test the students´knowledge by passing out pictures of people maybe from magazines or your own collection. Have the students work in pairs and write a description of the person in their picture without looking in their book. Then have the students share their descriptions.

Police Sketch

Get students into partners, and provide each with a piece of paper and pen or pencil. Have partners sit back-to-back. Ask one of the partners to think of someone they know, or to imagine someone. They must describe this person to their partner, using the vocabulary from this section. Their partner must then draw the person based on this description. When the drawing is completed, they will show it to their partner to se how accurate the description was.

Alternative (without drawing!):

One student is chosen, or volunteers, to leave the room for a moment. The rest of the students must choose someone in the room, to describe to the ´missing´ student. The student is then asked to re-enter the room. The class members take turns describing their chosen person to the student, who must try to guess whom they are describing. To keep the activity short, instructors can make a limit of guesses, perhaps three or four.

Unit 10

Wind in the Willows/Have you ever?

(For use as a more active variation of Unit 10, activity 9).

Students form their chairs into a circle, and remove all desks from the circle. There should be exactly enough chairs for each student, MINUS ONE. The unfortunate student without a seat must stand in the centre of the circle. They choose a question beginning with ´have you ever…?´, for instance, ´have you ever ruined a first date?´ or ´have you ever taken this class before?´, etc., and ask it to the rest of the class. ANY students who HAVE done whatever the question asks (so, those who HAVE ruined a first date, in the above example), MUST leave their seat and find another empty seat. The person in the middle takes this opportunity to grab a seat and sit down as well, leaving a NEW person in the centre of the circle. This person in turn must ask a question, and the game continues. Obviously, if you are the ONLY one who has done something, then you will end up in the centre automatically, since there are no fre seats for you to switch to.

PLEASE MAKE SURE TO USE SUFFICIENT SPACE FOR THIS GAME, IT CAN GET DANGEROUS IF THE STUDENTS GET ´ENTHUSIASTIC´.

Unit 11

Post Cards

Purchase a postcard for each member of your class, writing his or her name in the name and address space. Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side. If a student chooses the postcard that has his or her own name on it, the student must choose again. (Tip: To lower costs, print off some pictures of exotic places from the Internet, or make copies from a book. Or, buy the postcards but make copies of thm, so that you can use them again and again.)

Unit 12

_Doctor´s Office

(May be used as a variation on the listening exercise 10, from Unit 12, or on the Grammar Focus exercise 3.B from that same Unit).

Choose a volunteer to be a ´patient´. The patient will accompany the instructor out of the room, and the instructor will give them some medical condition, preferably from Unit 12. They will also describe any symptoms that the patient should display (for instance, if they have a sore throat, perhaps they cannot speak and could just hold their throat and moan, etc.). The patient then re-enters the room with the instructor. The rest of the class will act as doctors, and must ask the patient questions about their condition (e.g., does your stomach hurt? Is it painful to breathe? Can you swallow? etc.). The patient responds (or reacts, if they have the sore throat), and the doctors must diagnose the patient. Once diagnosis is complete, they should prescribe or recommend the appropriate treatments. THEN, the patient can tell them if the diagnosis was correct.

It may be necessary to review any necessary vocabulary before starting the activity, as well as introducing and defining any new words that might be useful.

Unit 13

Let´s do Lunch

As practice for Unit 13, could take students to a café or restaurant in the new town, and order in English.

Potluck

Have groups of students write out a recipe they are familiar with, or look up online, etc., in English, complete with instructions (e.g., ´boil, peel, fry, bake at 350 degrees for 15 minutes,´ etc). They will give the recipe to another group, who will then prepare their recipe for the class. All students can bring in their dishes to share.

Obviously this would take a few days, so that students have enough time to look up recipes, prepare food, etc., so if you are short on time, this would not be a good activity to do.