Introduction
Vocabulary is an essential component for successful communication in any language. While grammar is important, a lack of vocabulary may result in complete failure to convey a message.That's why we will increase our vocabulary by doing all sorts of activities.
Cartoon
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Cartoon
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WHAT
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Draw a cartoon in which a person from the Netherlands and England meet for the first time.
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WHY
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By making this cartoon you can show you can ask and answer simple questions to identify yourself and others.
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HOW
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Use word and pictures from internet or
Use pencils and paper and draw your own or
Use an online tool like
pixton.com
makebeliefscomix.com
toondoo
stripgenerator
pikistrips
Create 5 pictures in which 2 persons talk about themselves. Write down what they say to each other in the text balloons. Use at least 5 pictures and 10 sentences from the wordlists. (Unit 1 About you + Hello)
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TIME
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You have got 60 minutes to create your cartoon
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RESULTS
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We will showcase our cartoons for other classmates to read
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FINISHED
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When you are finished you continue with your tasks.
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Video
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Video
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WHAT
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With a classmate record a conversation in which two strangers meet for the first time. Use at least 15 sentences from the wordlists. (Unit 1 About you + Hello + My classroom + Where are you from)
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WHY
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By making this video you can show you can ask and answer simple questions to identify yourself and others.
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HOW
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- Write out a screenplay in class
- Learn your script by heart in class or at home
- Create a real-life setting in which you can act out your scene at home
- Act out your scene at home and record it
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TIME
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You have 45 minutes in class to prepare your screenplay
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RESULTS
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Hand in your video via elo. Your scene will be evaluated according to the standards in the rubric.
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FINISHED
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When you are finished you continue with your tasks.
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Pictionary
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Pictionary
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WHAT
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Today we are going to play Pictionary.
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WHY
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It is a fun way to show off our newly acquired/studied vocabulary.
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HOW
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The class will be divided into two teams. One member of each team comes to the front of the room and will be shown a vocabulary sentence from the wordlists. (Unit 2 Clothes + Me and others) This person must draw a picture of the sentence, without using any letters or numbers in their drawing. This can be done on white boards. The team members have to guess what is drawn.
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TIME
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We will play for about 20 minutes
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RESULTS
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The members of the winning team earn the famous green cards...
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FINISHED
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When we are finished with the game we will continue with another English assignment
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Charades
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Charades
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WHAT
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Today we are going to play Charades.
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WHY
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It is more likely you can remember this new vocabulary long term through the use of movement because you use your brain in a different manner and make new brain connections .
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HOW
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The class will be divided into teams. One member of each team picks a vocabulary word/sentence from the wordlists. (Unit 2 Clothes + Me and others + The body + What’s he like) This person must act out the word/sentence, without using any sounds. The other members of the team guess what is being portrayed by writing it down on their answer sheet.
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TIME
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We will play for about 20 minutes
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RESULTS
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- Your answer sheets will be evaluated by your teacher.
- The members of the winning team earn the famous green cards...
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FINISHED
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When we are finished with the game we will continue with another English assignment
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Map
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Map
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WHAT
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Make a map of your home town. Reserve a special place for your own house.
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WHY
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You draw a map of your home town with your house and a description to show you can say where things are. You can give simple descriptions of places and buildings.
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HOW
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- Draw a map of your home town
- Draw your own house in detail
- Next to your map you write a description of your home town and house.
- Use at least 15 sentences from your wordlists. (Unit 3 At home + My town)
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TIME
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You have 60 minutes in class
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RESULTS
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You hand in your map with description and your teacher will evaluate it. You will either pass or fail this assignment
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FINISHED
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When you are finished you work on your tasks.
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Interview
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Interview
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WHAT
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Interview your mother/father/grandmother/aunt/neighbour about his/her shopping habits.
Ask questions about the places he/she shops, what things are bought, why, how much things cost.
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WHY
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In this interview you can show you understand and can say where to buy different things. You can identify and name shops. You can ask for things in a shop and you can understand prices. You can also ask how much something costs.
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HOW
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- Choose someone to interview
- Prepare your questions for your interview
- Use words and sentences from your wordlists. (Unit 3 At home + My town + Shops + Shopping)
- Conduct your interview by heart and record it
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TIME
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You have got 45 minutes in class to prepare your interview
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RESULTS
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Hand in your recorded interview via ELO. It will be evaluated by your teacher via a Rubric
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FINISHED
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When you are finished with your preparations you can work on your tasks.
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Invitation
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Invitation
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WHAT
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To celebrate a special occasion you would like to invite your family to go to a nice restaurant.
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WHY
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In this invitation you show you can talk about different types of food and about different meals. You can also tell the time.
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HOW
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Your invitation includes the following options:
- An invitation for your family
- Different types of restaurants
- Short menus of the restaurants
- Different times during the day you can go (why?)
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TIME
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You have 60 minutes in class for your invitation
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RESULTS
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Your teacher will evaluate your invitation. You will pass or fail.
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FINISHED
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When you are finished you can continue with your tasks.
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Video 2
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Video 2
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WHAT
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With a classmate record a conversation in which you are at the doctor’s. You can’t walk because you have got a terrible stomach ache. Tell the doctor you ate out last night. Could that have anything to do with it? Bring the restaurant’s menu with you to the doctor’s. The doctor will tell you if your meal was the reason and you have a talk about healthy and unhealthy food.
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WHY
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In this conversation you can show you can talk about food. You can say what you like and don't like. You can understand and make simple statements about healthy and unhealthy food. You can talk about health problems and give and understand a simple description of a health problem.
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HOW
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- Choose a partner
- Prepare your conversation
- Learn your conversation by heart
- Create a real-life setting in which you can act out your scene at home
- Act out your scene at home and record it
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TIME
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You have 45 minutes to prepare your conversation in class
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RESULTS
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Hand in your video via ELO. Your teacher will evaluate your conversation using the Rubric
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FINISHED
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When you are finished preparing your conversation you can work on your tasks.
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Taboo
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Taboo
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WHAT
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Today we are going to play Taboo (aka Hot Seat.)
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WHY
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It is more likely you can remember this new vocabulary long when you use your brain in a different manner and make new brain connections .
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HOW
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The class will be divided into Teams A and B. Team A sits in a group on one side of the classroom, Team B sits on the other side. Two chairs will be brought to the front of the room so that when seated, a student is facing his or her respective team and their back is to the blackboard or white board. One member from each team sits in their team's chair. The teacher writes a word, phrase, or sentence from the vocabulary list on the board. The students in the chairs mustn't see what's written on the board. Once the teacher yells 'go', the teams have one minute, using only verbal clues, to get their seated teammate to say the item written on the board. The only rule (or taboo) is that you MUSTN'T say the item written on the board, in full or part. The first student in the hot seat to utter the word scores a point for their team. When the round is over, two new team players are rotated into the hot seat and a new item is written up. The first team to score X number of points wins.
(Variation: To ensure a slightly quieter and less chaotic game, the teams can take it in turns. Rather than two students in the hot seat, only one member from each team plays at a time. The teacher as usual scribbles a word/sentence from the vocabulary list on the board and gives the team one minute to get their teammate to say the item. If the hot-seated player manages to say the word, the teacher quickly writes another item on the board and so on until the minute is up. The team scores a point for every item they manage to say within one minute.)
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TIME
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We will play for about twenty minutes
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RESULTS
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The members of the winning team earn the famous green cards...
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FINISHED
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When we are finished we will continue with another English assignment
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Poster
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Poster
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WHAT
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Make a poster of a typical workweek .
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WHY
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On this poster you show that you can make and understand simple sentences about your job and other people's jobs. You can talk about what you and other people usually do every day.
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HOW
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- Choose 2 jobs you might be interested in doing when you grow up.
- Research what the jobs entail.
- Choose the job you like best.
- The poster should include:
- A description of the job
- What you like and don’t like about the job
- A schedule of the week including days and times you do what.
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TIME
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You have got 60 minutes in class to create your poster
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RESULTS
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You hand in your poster. Your teacher will evaluate your poster via a Rubric.
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FINISHED
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When you are finished with your poster you can work on your tasks.
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Pyramid
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Pyramid
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WHAT
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Today we are going to play Pyramid!
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WHY
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It is more likely you can remember this new vocabulary long when you use your brain in a different manner and make new brain connections .
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HOW
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Let’s play Pyramid! Procedure:
• The teacher has paper, a pen and a stopwatch (or a watch).
• The class will be divided into two groups. One team member has to describe seven words in a certain amount of time. The categories are chosen from the wordlist. (Unit 6 Sport + Hobbies)
• Students choose a category(Sport or Hobbies), and the teacher gives one of the team members the seven words which he/she must describe to his/her partner in English. He/she is given thirty seconds to do this, and gets a point for each word his/her partner guesses within the time limit.
• Important rule: no root words (e.g. if the word is headache, no using the word head) and descriptions only in English.
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TIME
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We will play for about 30 minutes
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RESULTS
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The members of the winning team earn the famous green cards...
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FINISHED
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When we are finished we will continue with another English assignment
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Act
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Act
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WHAT
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Let’s act: What am I doing?
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WHY
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It is more likely you can remember this new vocabulary long when you use your brain in a different manner and make new brain connections .
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HOW
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The class will be devided in pairs. You all get one activity card, which you must not show to your partner. You take turns to mime/act out/describe the item on the card. The other student has to tell what the other is doing. He/she may ask questions to clarify. The questions must be answered.
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TIME
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We will play for about 20 minutes
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RESULTS
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The members of the winning pair earn the famous green cards...
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FINISHED
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When you are finished you can work on your tasks.
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Holiday Description
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Description
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WHAT
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Make a description of your favourite holiday.
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WHY
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In your description you show you can talk about different kinds of holidays. You can understand and make comparisons. You can understand and give simple directions.
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HOW
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- Choose your favourite holiday online.
- Put pictures on your description paper.
- Describe why, what, where, when, with whom and how.
- Also give a detailed plan of how to get there.
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TIME
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You have 60 minutes to create your description
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RESULTS
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You hand in your description. Your teacher will evaluate your description. You will pass or fail.
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FINISHED
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When you are finished you can work on your tasks.
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Future Chart
- Future Chart
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WHAT
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You will describe your future in your Future Chart.
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WHY
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In this Future Chart you show you can talk about your plans for the future. You can ask and answer questions about your plans and other people's plans.
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HOW
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You will all, individually, receive two copies of the Future Chart. Fill in one with Good Things and the other with Bad Things by writing examples in each square. When you have finished, you form groups to share and discuss your hopes and fears for the future. Each group focuses on one time period and reports the good and bad feelings of their group.
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TIME
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We will work 60 minutes on this assignment
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RESULTS
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All the groups will be marked for their presentation via a Rubric.
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FINISHED
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When we are finished you can work on the final touches of your magazine.
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