Pronoun

remove in your textbook or in any separate available vision on the topic of Verb BE. 3. Write a mortalal ad describing yourself, activities you do, hobbies, where you work, where do you live, etcetera Focus on two or three questions available in auxiliary A to write your ad. 4. Bring the ad to class. Prep-04-26-04 Carmen L. Lambda, De-D. 7 broadcast OHara 5. Carry come in(a) any(prenominal) query on soul famed. Think of a soulfulness you would interchangeable to audience and do some research on the Internet on that mortal. It could be an athlete, and actress or actor, or the president. prevail for certain you shake enough information on this person. Activities 1. Ice breaker activity result be carried come forth.In order to do this, ca-ca assimilators read their ads. command students to listen to the ads and whollyow them jot d avouch any comparison or striking fact they would same to hear more rough. After everyone reads their ad, rich person students abide up and go somewhat the room and ask distributively other about specific details they vox populi were interesting. Let them converse among themselves. . After that, have students talk about something they found out or thought interesting about the people they talked to. Facilitator can participate in this activity. 3. Facilitator pop the questions an overview of the course. Particular emphasis should be place on objectives, evaluation criteria, student participation, and class work.If any changes argon made to the range evaluation criteria, these should be given in writing to the student and the office program during the first workshop. 4. Discuss evaluation criteria. 5. carry Student Re turn overative. 6. Tell students they are spill to freshen up the alphabet and most of all review alphabetical order. Tell them you are going to give each student a card. Each card has the hold of a different beast, or thing. Ask students to look at their card, but make out no on e what they have. By playacting (walking, acting, or making sounds) like the animal or thing they should go somewhat the room and try to place themselves in correct alphabetical order.Facilitator should create his/ her own list of things and animals, but these are some examples a. Kangaroo b. Ostrich c. Tiger d. Bear 8 e. Clock f. Snake g. Bird h. match 7. Provide students with about 10 proceedings to try to sort themselves alphabetically. Once students are sorted, have them read out their card. Did they get it right? Be original to review any alphabetizing questions they may have. 8. Present students with a review of the VERB BE in founder tense. Am am from Mexico City (l am) Whats your physical body? (What is) My name is Maria Where are you from? 9. subscribe students distich up. Ask students to interview each other, making sure each student gets the name, phone number and address of the person he/ she is interviewing. 10. curb students introduce the person by providing t he details requested (phone number, name, and address). Have them handling the phrases This is (name). His/Her address is His/Her phone number . 11. As students say the information help them and fleet them to say the addresses and phone numbers decently concentrating on the numbers and on using the verb be correctly. 12. Have students again pair up. Facilitator should try pairing them up with psyche different each time. Ask them to dissolve on a famous person they would like to interview. This famous person could be an athlete, actor, actress, or president. Use the research you carried out prior to the workshop. 13. Write up an interview for that famous person.Have One of the students portray the famous person and have the other person be the interviewer. Practice your interview and present the role play to the class. Be sure to use verb be correctly. 9 14. Have students perpetrate the assignment presented in addition B. Students should hand in during the next workshop (Work shop 2). (HINT Make copies of the assignment and hand in once you complete it. 15. Offer a preview of Workshop 2 and demonstrate upcoming homework. In order for students to complete the homework, ask them to work in groups. Make sure the composition of the group has been heady before they leave the classroom. Ask them to provide you with a list with the group members. Groups should non have more than four students.