This is a dominoe game for the set dialogue.

To play this game you need to print the dominoes and dice for each group.
You can only play with 5-6 players max.

The dialogue:

A: How often do you __________?
B: _____________________
A: How long do you __________?
B: For ________________.

Dialogue Instructions:
1. Match same words/pictures
2. Use the dominoes to fill in the information for (A?).
3. Use one die for frequency of the activity in sentence 2
4. Use one for for duration of the activity in sentence 4.


How to play dominoes.
1. Divide out the dominoes until everyone have equal number of dominoes. The starting number should typically be 7.
2. Match the end pieces to the same word or picture.
3. The first person with no dominoes wins.

I've revised an original ppt I had related to Daily Schedules.

I draw a students number out of my number bag and ask them to stand up.  The students ask the Question 'often' or 'long' and the student whose number was drawn answers the question with a proper sentence.  If they answer within 10 seconds, their team line (horizontal or vertical) gets a point.

This all goes towards any final team points in at the end of the class.

I have also done a 'Rock/ Paper / Scissors' competition between each of the first students in each line of desks.  The winner has 10 seconds to answer the question. 

This rock paper scissors method also works to choose the order of the lines when playing a game.  In this scenario, I have used the 'Mario Game' attached in the thread above.  Thanks for sharing everyone~ :)

This is for period 2 of this chapter.
The word puzzle answer is: "Once in a Blue Moon"

The Healthy Quiz Game is more  of a review from period 1.
Divide the questions to 8 students(or groups of . These students will ask the other students questions. The other students will answer.
If they chose A they get $1. If they choose B they get $5. If they choose C they get $10.
At the end show them the results.

Old Maid:
This is simply a matching game. The students have to find matches to the problem and advice.


Update on Healthy Quiz Game:
After playing it with my class. I truly don't recommend using the play money. I also, don't recommend letting the students know how much money they get for each answer.
Therefore, I created a worksheet where the students will simply check off their answer.

It will be your job to let them know how much each answer is worth and their score.
If they chose A they get $1. If they choose B they get $5. If they choose C they get $10.

For the second listen and speak, I talked with my co-teacher about how many of my students already have a weight/diet complex, and she agreed with my decision to skip the textbook lesson all together.  This is a nice, low prep, no technology lesson.

Instead, I talked with the class for almost ten minutes about problems and how to give advice.  They've done this before so it's mostly review.  I ask them what advice they'd give if I told them my shoulder hurts, then write their answers on the board.  I point out any answers that are too similar, and praise any particularly original answers.

I pose a few more basic ones, like "I feel tired" and "my tooth hurts," straight out of the book, to make sure they get the idea and introduce the expression "You'd better..."

THEN, I put the students into their groups of 5-6 and give them a single lined sheet of paper per group.  I give them one problem at a time and 5 minutes to write down as many different advice responses as they can.  After the time is up, they pass their papers to the group to the right (next question, to the left) and the other group checks the responses to eliminate any answers that are too similar or completely off topic.  Some of my students take it upon themselves to check grammar and spelling too, anything to knock down the competition.  I give them about 3 minutes or so to do this.  Students count and record how many answers the group gave then pass back the papers to the original group for the next question.  I've only been able to get through 4 questions in a 35 minute period (which includes explaining the game).  After the last question, students tally up the total response number of the group whose paper they have, then give them a final score.  I give the group with the most responses a stamp (for the reward system) and after checking through the responses after class myself, will give chocolate to the group with the most or most original responses the following class.  This helps soothe the disagreements between groups over each other's marking criteria.

Some of my favourite questions to ask:

-I really like this person, but I don't know how to talk to them. (lots of great answers!)
-I don't like the sweater my Mom bought me, but she says I have to wear it.
-I broke my cell phone screen display.
-I don't feel ready for my test tomorrow.

Here's a simple worksheet I made to go with the Listen & Speak exercises on pages 44 and 45.

My coteacher wants me to teach these sections, so I usually have them write out the activities and speak out loud with a partner. It's a little boring, but it keeps the coteacher happy.

I try to finish these two activities in the first half of the class and then do something a little more engaging in the second half.

Good luck!

This lesson's theme seems to be daily routine.

I am using the ALARM animation and worksheets for this lesson on daily routines. HEre is the link:
http://www.waygook.org/index.php?topic=9976.0

On page 49 of a Good Night, does anyone see something wrong with the story on losing weight?  The last sentence is confusing.  "So you can gain weight." 

Quote from: popeye2u on April 16, 2015, 08:53:55 AM

On page 49 of a Good Night, does anyone see something wrong with the story on losing weight?  The last sentence is confusing.  "So you can gain weight."

It's a little confusing. 'May' or 'will' are probably better verb choices. That section is about not sleeping. If you don't sleep enough, you can [may/will] gain weight.

Yeah "can" doesn't fit, it's not 100% in my opinion since it really depends on the individual's body, so I would use could or might.