Pronoun

Read in your textbook or in any separate available resource on the topic of Verb BE. 3. put forbidden a personal ad describing yourself, activities you do, hobbies, where you work, where do you live, etc. Focus on two or three questions available in accessory A to write your ad. 4. Bring the ad to class. Prep-04-26-04 Carmen L. Lambda, De-D. 7 program OHara 5. Carry stunned some research on someone famous. Think of a person you would same to interview and do some research on the network on that person. It could be an athlete, and actress or actor, or the president. Make legitimate you be find enough information on this person. Activities 1. Ice breaker activity volition be carried out.In order to do this, have students read their ads. Ask students to harken to the ads and have them jot down any similarity or striking fact they would like to hear more about. after(prenominal) everyone reads their ad, have students get up and go about the room and supplicate apiece othe r about specific details they model 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 provides an overview of the course. limited emphasis should be placed on objectives, evaluation criteria, student participation, and chemical base work.If any changes ar made to the grading evaluation criteria, these should be accustomed in writing to the student and the office program during the first workshop. 4. dispute evaluation criteria. 5. Select Student Representative. 6. Tell students they be going to freshen the alphabet and most of all review alphabetical order. Tell them you are going to give distributively student a pecker. Each card has the pretend of a different animal, or thing. Ask students to look at their card, but tell no one what they have. By acting (walking, acting, or making sounds ) like the animal or thing they should go rough the room and try to place themselves in correct alphabetical order.Facilitator should do 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. Train 7. digest students with about 10 minutes to try to sort themselves alphabetically. Once students are sorted, have them read out their card. Did they get it right? Be sure to review any alphabetizing questions they may have. 8. Present students with a review of the VERB BE in present tense. Am am from Mexico City (l am) Whats your name? (What is) My name is Maria Where are you from? 9. Have students pair up. Ask students to interview each other, making sure each student gets the name, phone number and continue of the person he/ she is interviewing. 10.Have students introduce the person by providing the details pass on (phone number, name, and address). Have them occasion the phrases This is (name). H is/Her address is His/Her phone number . 11. As students cite the information help them and guide them to say the addresses and phone numbers decent concentrating on the numbers and on using the verb be correctly. 12. Have students over again pair up. Facilitator should try pairing them up with someone different each time. Ask them to decide 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 demo the famous person and have the other person be the interviewer. utilize your interview and present the role play to the class. Be sure to use verb be correctly. 9 14. Have students complete the assignment presented in Appendix B. Students should paw in during the next workshop ( shop class 2). (HINT Make copies of the assignment and hand in once you complete it. 15. Offer a preview of Works hop 2 and discuss 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 unflinching before they leave the classroom. Ask them to provide you with a list with the group members. Groups should not have more than four students.