Speaking Activity 1 GROUP WORK Board game

UNIT 2 LESSON 1

Target Language Materials

One copy of the worksheet (game board)
Prepositions of time and place, question
per group; a single die; one coin or chip
formation
per student to use as a marker

PREPARATION (3–5 minutes) Answer Key

1. Where’ss the movie? It’s att the Movieland.
Write on the board is the movie? 8:30.
2. Where’ss the Movieland? It’s on Bank
Elicit questions and answers from the class and write Street.
on the board What time is the movie? It’s at 8:30. 3. Where’ss your car? It’s on the street.

Write on the board is the movie? the Film 4. Where’ss the Royal Theater? It’s on the
corner.
Forum.
5. When’ss the Guitar Wolf show? It’s on
Elicit questions and answers from the class and write on the June 7th.
board Where is the movie? It’s at the Film Forum. 6. When’ss the last show? It’s att midnight.
7. Where’ss Berlin? It’s in Germany.

PROCEDURE (10–15 minutes) 8. When’ss the Hockney exhibit? It’s in May.

9. When’ss the concert? It’s on Friday,
Put students in groups of three or four. Give each group a April 26th.
copy of the game board. Explain that they are going to play 10. Where’ss Jim? He’s att work.
a board game. 11. Where’ss the party? It’s in the
neighborhood.
Students roll the die to move around the board.
When students land on a square, they must form a question 12. When’s/What time’ss the next movie? It’s
att 7:30.
and answer based on the prompts on that square.
13. When’s/What time’s lunch? It’s at noon.
Other players judge the questions and answers. If they are
14. Where’ss Carol? She’s att school.
correct, the student may leave his or her marker on the
square; if they are incorrect, the student must go back to 15. Where’ss the Blues Festival? It’s in the
park.
the square where he or she began that turn.
16. When’s the baseball season? It’s in the
Go around the room as students are playing, helping to summer.
judge the questions and answers. 17. When’ss our next class? It’s on Tuesday
The first student to land on or beyond the final square is the morning.
winner. Students may then continue the game to determine 18. When’ss the history talk? It’s in the
Copyright © 2015 by Pearson Education, Inc.
second-, third-, and fourth-place finishers, or start a new game. morning.
19. When’ss the play? It’s on Wednesday.
20. When’ss the Outkast concert? It’s on
OPTIONS / ALTERNATIVES (10–15 minutes) Saturday, April 17th, att 8:00 in the
evening.
Play the game as a two-player question-and-answer practice.
Student A makes a question based on the prompts. Student
B answers the question. If the question is correct, Student A
gets to stay on that square. If it’s incorrect, he or she goes
back to the square where he or she began that turn. If the
answer is correct, Student B gets a turn to roll the die. If it’s
incorrect, Student A goes again.

Top Notch 1, Third Edition LESSON PLAN 1

 Top Notch 1, Third Edition
ney

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UNIT 2, SPEAKING ACTIVITY 1

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2
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
 Speaking Activity 2 PAIR WORK Information gap
UNIT 2 LESSON 2

Target Language Materials

One copy of the worksheet cut in half
Locations and directions
for each pair of students

PREPARATION (2–3 minutes)

Divide students into pairs. Give each student one half of the
worksheet (map).
Write on the board Jen’s Ice Cream.
Say Excuse me. I’m looking for Jen’s Ice Cream. Have students
follow along on their map while you give directions: Go two
blocks and turn right. Go to the corner of Clark and Western.
Jen’s Ice Cream is on the left side of Clark Street.
Check to see that all students have found it—the building in
the upper left corner of the map. Have students write Jen’s
Ice Cream on the building.

PROCEDURE (5–10 minutes)

Explain the task: Students are going to ask about the

buildings listed on their maps and then write the name of
the building in the appropriate space according to their
partners’ answers.
In pairs, students take turns asking about locations and
giving directions.
Have students compare their maps to check their answers.

OPTIONS / ALTERNATIVES (5–10 minutes)

Vary the activity by changing the YOU ARE HERE location.

Have students practice asking about locations and giving Copyright © 2015 by Pearson Education, Inc.
directions with a different partner.

Top Notch 1, Third Edition LESSON PLAN 3

 STUDENT A
Ask about: Tim’s Restaurant; Mom’s Market; Pizzaland; Gasland

8jiZEZih

WESTERN AVENUE

CLARK STREET

JAY STREET
I]Z 8^in
8]VhZ =Vaa
<VaaZgn

PINE AVENUE YOU ARE HERE

I]Z7dd`7^c
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

I^b»h
GZhiVjgVci

WESTERN AVENUE
CLARK STREET

JAY STREET

<VhaVcY E^ooVaVcY

PINE AVENUE YOU ARE HERE

Bdb»h
BVg`Zi

Ask about: The Book Bin; The Chase Gallery; City Hall; Cute Pets
STUDENT B

4 UNIT 2, SPEAKING ACTIVITY 2 Top Notch 1, Third Edition

 Speaking Activity 3 GROUP WORK Party planning
UNIT 2 LESSON 3

Target Language Materials

Inviting, accepting / declining invitations One copy of the worksheet per student

Tell students to accept or decline invitations

PREPARATION (2–3 minutes)
based on their schedules as well as their
preferences for food, music, and so on, and
Model the activity by inviting a student to your
to use the appropriate expressions to do so.
party. Ask Are you free on [Sunday]?
Do you want to come to my party? Encourage Students can accept as many invitations as their
the student to ask questions to get more schedule allows. They must choose to attend at
information about the party. (For example, least one party.
What time’s the party? or Where’s your house?)
When a student accepts an invitation, he or she
If the student accepts, keep asking students should mark off the time on the schedule and
until someone declines; if the student declines, identify the party he or she will be attending.
keep asking until someone accepts. (For example, Group A Party.) The student who
invited that person writes the person’s name in
the Guest List section.
PROCEDURE (10–15 minutes)
Set a time limit of approximately 8 minutes for
the activity. When the time is up, have students
Put students in groups of four. Have each group
return to their groups and add up the total
choose a group name.
number of people who are coming
Give each student a copy of the worksheet. to their party. Remind them to check for
Explain the task: Each group has to plan their duplicates.
party and then invite students from other
groups to their party. Give each group a few
minutes to decide on the day, time, place, the OPTIONS / ALTERNATIVES (3–5 minutes)
type of food, music, and so on. Tell students
that they can choose only a day and time from Have the group with the most guests describe
the My Schedule section. Have each student their party to the class and say why they think
write the information in the Our Party section so many people wanted to come to their party.
and mark the party time in the My Schedule Was it the food? The music? The schedule?
section.
Have the group with the fewest guests describe
When all groups are ready, have them break some of the expressions people used to decline
up and mingle. Students invite others to their the invitation.
group’s party. Copyright © 2015 by Pearson Education, Inc.
Students ask questions to get more information
about the party. Explain that students will use
this information to decide if they will accept or
decline the invitation.

Top Notch 1, Third Edition LESSON PLAN 5

 Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

6
UNIT 2, SPEAKING ACTIVITY 3
Top Notch 1, Third Edition
 Speaking Activity 4 PAIR WORK Concentration game
UNIT 2 LESSON 4

Target Language Materials

One copy of the worksheet cut into two
Locations, musical tastes, making plans
sets of 12 cards for each pair of students

PREPARATION (1–2 minutes) Answer Key

I’m a big reggae fan.
Write on the board I’m really into . . . and then write three
phrases to the right of that phrase: hip-hop fan.; a hip-hop I’m really into classical music.
concert?; and hip-hop music. Read the initial phrase with the That’s more my style.
first of the three options. (I’m really into hip-hop fan.) Ask
That’s past my bedtime.
students, Is this correct? (No.) Continue with the other two
phrases until students decide on the correct way to finish How about a rock concert?
the statement. (I’m really into hip-hop music.) They’re playing at 10:00.
I’m downloading music from the
PROCEDURE (10–15 minutes) Internet.
Are you free on Saturday?
Divide students into pairs. Give each pair the two sets I’d love to go, but I’m busy on
of cards. Monday.
Have students shuffle each set of cards and arrange them It’s around the corner from the
facedown into two separate rectangles with three cards museum.
across and four down.
It’s on the right side of the street.
Explain the activity: Student A turns over one card from
It’s between Grove Street and
each rectangle. If the two cards make a correct sentence,
Fourth Avenue.
the student says so and leaves both cards faceup. If the two
cards do not make a correct sentence, the student says so
and turns them back over in the same spot. Students get
two points for correctly matching a statement, one point for
correctly identifying an incorrect statement, and no points
for incorrectly identifying a correct or incorrect statement.
Then Student B takes a turn.
When all the cards are faceup, the student with the most
points wins.
Copyright © 2015 by Pearson Education, Inc.

OPTIONS / ALTERNATIVES (5–10 minutes)

To speed up the game, allow students who have made a

correct match to take another turn.

Top Notch 1, Third Edition LESSON PLAN 7

 I’m a big I’m really into That’s more

That’s past How about They’re playing

I’m downloading Are you I’d love to go,

It’s around the It’s on the right It’s between

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

reggae fan. classical music. my style.

my bedtime. a rock concert? at 10:00.

music from but I’m busy

free on Saturday?
the Internet. on Monday.

corner from Grove Street and

side of the street.
the museum. Fourth Avenue.

8 UNIT 2, SPEAKING ACTIVITY 4 Top Notch 1, Third Edition