The following PowerPoint presentation and activities do not cover material for the entire chapter. My class was focused on Page 156 Section C. The objective is to get students to practice listing instructions in order by using terms like “first, second, third, then, next, finally etc.”
 
Following the PowerPoint Presentation, which modeled the target language, the first activity involved making a paper airplane. By doing this, my goal was have the students hear the target language, and apply the concepts. For this to be a useful activity, you have to make sure that the students don’t just jump ahead.

Next, I constructed a paper airplane game using an existing PPT template that I found on Waygook.org in another chapter. Students had to put simple instructions in the correct order and add words like first, second, then and next, in order to get a chance to throw their paper airplanes at a target.

I hope that helps.

I just thought of it, and now I'm kind of tempted to do it to see how it works in a Korean class. Have you guys ever done "the directions test"?

It's that timed test where the first instruction is to read everything, and the last instruction is to do only the first and second thing (the second one being writing your name). (Intermediate instructions include doing math, shouting things, and drawing pictures.) Students usually feel stressed by the time constraint and don't read carefully, resulting in them trying to actually do every step except #1 (which you can't in the time limit). I "failed" this test when we took it, ha.

Of course, it would have to be modified for ESL learners, but...it might be interesting. Especially if you keep the shouting/talking when you're on a certain stage.

Attached is an example of what I'm talking about.

I just had an idea for a game for the second part of this chapter, focusing on "Can you say that again, please?" but adding in "Pardon me?" and "How do you spell that?" as well.

My idea: a spy game, where the class is a spy who has to locate a lost spy from their agency. Students have different options on where to go (so it's sort of a pick-your-own-adventure), but there's only one planned outcome (so far). I would probably have groups of four or so write down their choice for the next location, then each group holds it up and I go to the location that most of the class wants.

How they use the key expressions: In each place, they must interview someone. That person, for whatever reason, will have some important detail in their dialogue that's hard to hear. Students must then ask one of the questions together as a class. Then the person clarifies.

I'm not sure how logistically solid this plan is. Here's a rough version of it so far - I hope to record some actual speech to go along with the scrolling dialogue at the bottom, and put shorter clips with triggers attached to each of the questions (if this doesn't work, I guess I could always just read it all).

If anyone has ideas or would like to help, that would be awesome. For the scrambled text, I used "Zalgo Text Generator."

Also, shout-out to whoever made the original Bond game - I only took one image and the "briefing" slides from that concretely, but the "spy" theme idea was completely born from that.

Update: I've uploaded what I worked on today, as well as some screenshots. Sound files are looking more unlikely - I tried syncing some recordings of me today, and making the words move at the correct speed was pretty difficult. I might just make students read (they'll be in teams of 4, if one team is a character, each student can read about a sentence of the dialogue).

There is also now a side story with a killer, who gets you if you pick the wrong action.

Update 2: Here's my final version (if it needs sprucing up, I or someone else may do that, but here's what I have). It requires the students to go through a minimum of 11 clues and a maximum of 14 (some slides also don't have clues, just choices). I'm not sure exactly how long it will take, but I'm thinking at least a solid 20 minutes, maybe more. I've attached the final version, as well as a word document that I'm going to cut into four so that teams can write the clues down.

Just fixed some minor things. In the last stage (the cold countries), all options to "Interview Someone Else" lead back to the bank, which was wrong. That's been fixed. Also, if your last move in the cold countries was to go to Justin Bieber's concert, the puzzle piece leading to the "last clue" page didn't appear. That's been fixed as well. If you find any more issues, please inform me and I'll fix them.

Update: This year I re-worked the game to make it like telepathy (in teams), only students tell me their answers rather than write them. Some students shout out the phrases to try to convince their team. The main motivation is to get on with the story, though! Also, I read the story while we do it, and add in fun crackling/coughing/whatever sounds when the block portion comes on the screen. Adds a bit of fun.

TL;DR: Using this game as a "telepathy" game seems to work pretty well.

@rexbaylon,

I originally meant to put in sound clips, but since that would take so much more effort than I have time for (not to mention the weirdness of having all the characters speak in my voice), clicking on those choices does nothing.

My plan was to have the students choose their question, I answer it, and then we move on. If an airplane icon doesn't appear on the slide when you click, then you ARE supposed to go to the next slide (most likely a map) in order to advance the game. (If the airplane icon does appear, click on it to move to the next step.)

Sorry that the mechanics are a bit confusing...

Here's a short PPT to go with the second half of the chapter.

It includes:

 - The key expression, as well as other similar expressions and asking about spelling.

- People with ridiculous names, for practice (and to show that these questions can be asked in surprise, not just to get more information - my personal favorite is Beezow Doo-doo Zopittybop-bop-bop).

- Another illustration of a crazy name, and maybe some culture if you know more about Wales or the UK: a city in Wales with a ridiculously long name.

- "How do you spell that?" joke (T-H-A-T)

- "Superhero Name" making and student-dialogue activity

Here's a very simple rinse and repeat Minesweeper covering the ordinals and a few different verbs.  I hope it's self explanatory.  Easy stuff, but nice to get them firing out the structures in a hurry.
Good luck and blessed are the template makers.

I also found this doc on the net (perhaps it was a web page and I copied and pasted...either way, some great low tech ways to push ordinals and such in EFL / ESL).

I played Buzz Fizz with the kids for about 5-7 minutes, trying the multiples of 3, then multiples of 5, and then both of them.  It was slow going, but we had a blast.

For a speaking game I borrowed Andrew1208's ppt and massively simplified it to just the questions and images (see attached). You don't even really need a ppt for my version of this game but it's nice to have a visual aid. I put the students into teams and asked them the question on the slide, for example 'Can you explain how to order chicken for delivery?'. Any student could raise their hand and give me an instruction. The first student to raise their hand would say something like 'First, find a menu.' The next, 'Second, choose the kind of chicken that you want to order' and so on. Every instruction got one point for the team. I made a rule that the same person cannot speak twice on the same question to prevent certain students from dominating.

Since it's a free-speaking activity with a point for every sentence, my students were excitedly giving me instructions to the minutest detail. Great for giving them an opportunity to use a wide range of vocabulary. Instead of 'eat the chicken', I got answers like this:
- Pick up the chicken.
- Put it in your mouth.
- Chew the chicken.
- Swallow the chicken.
- Digest the chicken.
- Absorb protein from the chicken.
- Pick up another piece of chicken.
- Put in your mouth...

For the rest of my two lessons on this I mostly did a mash-up of some of the great ideas above. Thank you very much everyone! My students really loved making and racing their frogs too. I even tried it with 3rd graders, now that their exams are finished, and they had a good time.

Here's one more game if anyone is still on this chapter, or perhaps for posterity. One of my coteachers asked me to make a simpler game that focused more on repeating the key expressions for some of my classes, so I made this "Introductions" game, to go with my "asking for repetition" lesson. It works best for classes with at least a couple of really outgoing kids.

Basically, each round you have one student from a team come up and pick a funny ID (or just one they know), and introduce themselves (I use Pikachu as my example, doing the voice, but you could do Obama or whatever). Then, each team has whatever amount of time you choose (I did 10 seconds) to pick one of the four question options. The game is basically "phrase telepathy" modified with an add-on or two.

For answers, I had every team say their sentence in unison. I had some teams counting down by themselves!

Many of my lower level students don't know their ordinals so I started with the 'buzz' warm up. Then I used Andrew1208's materials with only very small edits earlier this week, and they went over well.

Unfortunately after my third class there was a weekly teacher's meeting, the result of which was that I was told not to let the students make any more paper airplanes because they were disrupting other classes So here is a nerfed version that I've used for the rest of the week which teaches them to make a paper heart.

For the game, I stick my example heart on the board and draw some concentric hearts around it, and label it as a target. I let them throw a plush toy at the board for points. The paper airplanes got a better reception from students, but this went pretty well too, so I'm posting it for anyone who thinks airplanes might get out of control.