This is my first post. Don't really know a lot about all this, but I keep downloading, so I figure its only fair I post some stuff.

This is just the powerpoint for this lesson. A lot of the stuff I say is not there, but it should be self-explanatory. Let me know if you think about it and still have questions. The explanations of the games are included mainly for teacher benefit. Simplistic verbal explanations with examples are much more effective for the students

The concentration bit I took from another sports ppt I found on waygook.

This would normally be too much content for a single lesson, but I have bright students, and I roll through some stuff pretty quickly. Plus, my students are familiar with some things in the lesson already, so tailor it to your class if you use it.

Yesss! I am using that book... I havent had a "meeting" with my co-teachers to discuss exactly what they want me to teach so I will using my education background to help me plan. I have low level learners for most of my classes so my lessons may cater more towards those students. But I think we should start a thread for middle school teachers who need ALL THE HELP they can get

I'm not sure if this will be helpful or not, but I used these books last year and I remember the activity book and textbook being kind of confusing too.

The way my co-teacher told me to do it was to do the Prepare to listen and Talk section (2nd grade activity book pg . Then I switch to listen and talk in the textbook (textbook pg 10&11). I do that for one lesson and add my own stuff in to make it interesting.

For the second lesson I have with my kids I'll start with the "In conversation" part in the textbook pg 12, maybe do the communication task on pg 13 and then I switch back to the activity book. The next three pages in activities are for different levels of English ability. The cat (page 9) is for the lower levels, the sheep (10) is intermediate, and the racoon (11) is meant for advanced.

I do a lot of supplementing because I'm not a huge fan of the activies book or constantly shifting back and forth.

Not sure if that's helpful, but I figure it couldn't hurt.

Hey,

Has anyone got anything on this? I'm having a look at the chapter now and seems to briefly talk about sport but I don't think you could get away with an entire lesson on it.

Any ideas?

I'm at an all girls' school so I changed the lesson to include sports and hobbies. That way they're learning to say, "What is your favorite hobby?" and also "What is your favorite sport?" They can also practice the other key expression, "How often do you ____?" "I go shopping once a month."

For activities they interview their partner using the key expressions and find out their partners hobby. Next, I am going to review with the KET different frequencies and they have to go to their same partner and ask the questions, "How often do you ____?"

With this information they will introduce their partner to the class (review) and tell their answers.

Additional Activities:
1.   Celebrities hobbies (you can Google this)
-Show picture of celeb and Ss guess their favorite hobby
-Oprah, Beyonce, David Beckam, Justin Timberlake, Miley Cyrus, Johnny Depp
2. Strange hobbies (Google this also)
3. Charades: 2 teams, Ss act out different activities, to earn point student must use one of the key expressions: My favorite hobby is ____ or I like ____.

@HaaHaaHaa16 - thanks for your post! How did you handle the different level activities in you class?

I'm not sure if other teachers have to teach each chapter over 2-3 weeks like I do, but after finishing "my favorite... and how often" I have to create another lesson out of chapter 1. Just an idea for anyone else who might be stuck on what to do, I was thinking an activity from the grammar section might be fun (even though I steer clear from teaching the grammar typically).
Part A on page 18 could be adapted (with the addition of "before I ...") into a pretty cool puzzle for advanced kids.

I was thinking about creating a disorganized list of interconnected events and having them put them in order (and then perhaps create their own).
So for example:

When I was 10, I had a bicycle accident.
Before I had the bicycle accident I took a vacation in Spain.
After I went to Spain, but before I had the accident I got a pet.
After my bicycle accident I ....

This could go on as long as you wanted. It might even help to give each kid a sheet with small boxes with each event typed inside. And you could do some sort of listening activity where they had to arrange them as you spoke. Just a thought.

It might be because it's a pptx??  use the link someone else posted to dl a converter.  I've saved it that pptx as a ppt for you so it's attached.  see if this works?

I have a worksheet for this lesson that highlights the sports and adverb frequencies. Then I'm playing the adverb bomb game that I found on waygook last year. For the next week, my school wants to concentrate on listening so I made a crossword puzzle with the vocab that goes along with the reading. I will make the students read the story aloud and then I will read the clues to the students as the fill in the blanks. They will not be able to see the clues on thier crossword. I will attach the worksheet, but I made the crossword online, and didn't save the original copy. They are easy to make at puzzle-maker.com

***BOMB GAME***

For my fourth and final(ly!!) lesson of this topic, I'm doing a bomb game.  Some of the questions are based on the Powerpoint posted by someone else earlier (the one about cricket, football and rugby) so thanks for the facts :)

I modified the bomb game from the eflclassroom template.

there are lots of great ideas here, thanks everyone

but, correct me if i'm wrong, isn't this lesson about once/twice/three times a day/week/month/year?

i see a lot of the sometimes/always/never words popping up in these materials... I'm pretty sure that these aren't part of this lesson, and that they are covered somewhere else.  but maybe its part of the grade one book.   i just want to make sure i'm not leaving out important things.  also i realize that these words may be helpful for talking about frequency, but my students seem to have enough difficulty with once/twice a constructions.

and sheila, how did you make such a nice looking game?

thanks again for all the input from everyone

cheers