® Editorial, Universidad de Costa Rica Sede Regional del Pacífico. Universidad de Costa Rica, Costa Rica, Puntarenas, noviembre 2020. Se permite la reproducción total del contenido de este documento solamente para fines de investigación, abogacía y educación; siempre y cuando no sea alterado y se asignen los créditos correspondientes (UCR Sede Regional del Pacífico). Esta publicación no puede ser reproducida para otros fines sin previa autorización por escrito de UCR Sede Regional del Pacífico UCR Sede Regional del Pacífico y sus autores. Las solicitudes de permiso deben ser dirigidas a la Editorial. Los contenidos del presente documento no representan necesariamente la política oficial ni los puntos de vista de UCR. Cualquier referencia a un sitio web distinto al de UCR, no implica que UCR garantice la exactitud de la información contenida en el mismo, ni que esté de acuerdo con las opiniones expresadas en él. 428.240.76 S741s Speaking activities to enhance beginner’s communication : a guidance for EFL teachers / compiled by Graciela Cubero Pérez, Rosberly López Montero. – Puntarenas, Costa Rica : Costa Rica : UCR, Editorial Sede del Pacífico, 2020. 1 recurso en línea (xvi, 181 páginas) : ilustraciones a color, archivo de texto, PDF, 5 mg. – (Colección Didáctica : lenguas) ISBN 978-9930-9722-7-4 1.INGLÉS HABLADO – PROBLEMAS, EJERCICIOS, ETC. 2. INGLÉS HABLADO – ENSEÑANZA – GUÍAS. 3. PROFESORES DE INGLES – GUÍAS. I. Cubero Pérez, Graciela, compiladora. II. López Montero, Rosberly, compi- ladora. III. Serie. CIP/3645 CC.SIBDI.UCR Consejo Editorial: Dr. Oriester Abarca Hernández Dr. Jorge Bartels Villanueva Dra. Susan Chen Mok Dr. Allen Cordero Ulate M.A. María José Quesada Chaves Dr. Francisco Rodríguez Cascante Consejo de redacción Lic. Lucía González Ulate (diagramadora en jefe) M.Sc. David Chavarría Camacho (diagramador asistente) Asistente editorial: Bach. Ad. Emp. Ernesto Carballo Rodríguez Trabajo filológico: Máster Luis Alfonso Vargas Vargas Licda. Cindy Wong Murillo Ilustraciones: Priscilla Rivera Blanco Editor académico Dr. Ricardo Martínez Esquivel Director Editorial Sede del Pacífico Dr. Oriester Abarca Hernández Colección Editorial de Didáctica: Consejo científico de la colección: Dr. Francisco Guevara Quiel Dr. Allen Quesada Pacheco ML. Marjorie Jiménez Castro MSc. Bernal Guillén Contreras MSc. Brenda Ordóñez Noguera Licda. Kerry Navarrete Padilla M.Sc. Luz Mary Arias Alpízar M.Sc. Sussan Zamora Cortés M.A. Edwin Quesada Montiel M.A. Walter Araya Garita Mag. Mariana Cortés Kandler Dr. Ronald Pérez Álvarez SPEAKING ACTIVITIES TO ENHANCE BEGINNERS’ COMMUNICATION A GUIDANCE FOR EFL TEACHERS COMPILED BY: Graciela Cubero Pérez Rosberly López Montero SPEAKING ACTIVITIES TO ENHANCE BEGINNERS’ COMMUNICATION A GUIDANCE FOR EFL TEACHERS CONTENT FOREWORD ...............................................XV ACTIVITIES ..................................................1 1 WHAT’S YOUR NAME? ......................................... 1 2 OH MY GOD! ARE YOU…? ................................... 2 3 IS YOUR BIRTHDAY ON MAY 23RD? .................. 3 4 SPELLING-SUPER BOWL ..................................... 4 5 ALL AROUND THE WORDS! ................................ 5 6 MY PERFECT MATE ............................................. 6 7 BINGO! ................................................................... 7 8 WHAT’S IN YOUR BAG? ..................................... 8 9 WHOSE THIS? ........................................................ 9 10 WHAT A MESS! WHERE ARE MY SHOES? .... 10 11 ARE YOU BUSY ON MONDAY? ....................... 11 12 FIND SOMEONE WHO… ............................... 12 13 SCHEDULES ...................................................... 13 IX 14 TIC TAC TOE: HOW OFTEN DO YOU…? ....... 14 15 WHAT TIME IS IT? ............................................ 15 16 GUESS! YOU’RE TALKING ABOUT… ............. 16 17 MY PARTNER’S FAMILY TREE ..................... 17 18 DESCRIBING PEOPLE .................................. 18 19 WHAT’S MR. BEAN DOING? ........................... 19 20 MIMICS! ............................................................. 20 21 WHAT ARE THEY DOING? ............................ 21 22 GAMEBOARD .................................................... 22 23 WHAT ARE YOU DOING THESE DAYS? ........ 23 24 IT’S 12 O´CLOCK! WHERE ARE YOU? WHAT ARE YOU DOING? ........................... 24 25 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? ......................... 25 26 WHO AM I? ......................................................... 26 27 IMAGE CONSULTING, ROLE-PLAY! .............. 27 28 FASHION CRITICS! .......................................... 28 X 29 WHO AM I TALKING ABOUT?! ....................... 29 30 HOW MUCH IS IT? ........................................... 30 31 THE DEPARTMENT STORE ............................ 31 32 HOT VERBS ........................................................ 32 33 WHAT DID THEY DO? ...................................... 33 34 WHAT DID THEY SAY? .................................... 34 35 ONCE UPON A TIME ........................................ 35 Bonus IRREGULAR BINGO! .................................. 36 WHAT NOW? ..............................................37 CUTTABLE ANNEXES ..................................38 ANNEX #1 WHAT’S YOUR NAME? .......................................... 39 ANNEX #2 OH MY GOD! ARE YOU…? .................................. 41 ANNEX #3 IS YOUR BIRTHDAY ON MAY 23rd? .................... 53 ANNEX #4 SPELLING – SUPER BOWL ................................... 55 XI ANNEX #5 BINGO! .................................................................... 57 ANNEX #6 WHAT´S IN YOUR BAG? ..................... 75 ANNEX #7 WHAT A MESS! WHERE ARE MY SHOES? ....... 79 ANNEX #8 FIND SOMEONE WHO… ..................................... 89 ANNEX #9 SCHEDULES ........................................................... 93 ANNEX #10 WHAT TIME IS IT? ................................................ 95 ANNEX #11 DESCRIBING PEOPLE ......................................... 97 ANNEX #12 MIMICS! .................................................................. 99 ANNEX #13 WHAT ARE THEY DOING? ................................ 101 ANNEX #14 GAMEBOARD ....................................................... 109 ANNEX #15 WHAT ARE YOU DOING THESE DAYS? .......... 111 XII ANNEX #16 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? ....................................... 113 ANNEX #17 WHO AM I? .......................................................... 115 ANNEX #18 WHO AM I TALKING ABOUT? .......................... 125 ANNEX #19 HOW MUCH IS IT? .............................................. 127 ANNEX #20 WHAT DID THEY DO? ......................................... 137 ANNEX #21 WHAT DID THEY SAY? ....................................... 147 ANNEX #22 ONCE UPON A TIME ........................................... 151 ANNEX #23 IRREGULAR BINGO BOARDS ............................ 165 BINGO VERB LIST ............................................... 181 XIII XIV FOREWORD Dear colleagues: The following manual includes a series of activities compiled by teachers like you: teachers who struggle with creating new ideas to teach every day. These activities have been compiled based on our experience gathered through the years on EFL classrooms and as a result of the work in the Language Project of Universidad de Costa Rica, Pacific Campus. With this resource, we intend to facilitate all teachers out there a booklet with activities they can implement easily without exhausting preparation; particularly, for helping beginners in their process of achieving oral production. We hope you find it useful! Graciela & Rosberly XV XVI ACTIVITIES: 1 WHAT’S YOUR NAME? Topic 1. Write on the board (What`s your name? It`s Robert/ What are your favorite colors? They`re blue, white and pink) and briefly review the grammar. 2. Students work in pairs to ask and answer the target language and take notes. (Annex 1) 3. Based on their notes, students switch partners and share the information gathered from their previous peer as they point to them. Example: His name is Robert and his favorite colors are blue, white and pink. Personal information Functions Exchanging personal information Grammar Verb be, contractions of verb be, possessive adjectives, wh-questions, numbers, name parts. 1 2 OH MY GOD! ARE YOU…? Topic 1. Write on the board (When is your birthday? It´s on May 23rd/ Is your birthday on May 23rd? yes, it is/ No, it isn´t.) and briefly review grammar. 2. Give a card to each student. (Annex #2) Let them know those are their new identities. 3. Students walk around the classroom to introduce themselves to each other by telling their names, nationalities, place of residence, age. 4. They keep their given roles and act them out accordingly. 5. Remind students to greet all their classmates. 6. Encourage them to use various expressions as they greet each other. Personal information Functions Exchanging personal information Grammar Verb be, contractions of verb be, possessive adjectives, wh-questions, numbers, name parts. 2 3 IS YOUR BIRTHDAY ON MAY 23RD? Topic 1. Teacher provides Students with a worksheet (Annex #3) and has them work in pairs to ask and answer the questions to each other as they write their partners’ answers down on their worksheets. 2. Teacher collects the sheets, shuffles them and hand them out randomly. 3. Based on the answer they should come up with a yes or no question. For example: “it’s Friends” = Is Friends your favorite T.V. show? 4. Students walk around the class to find the person who gave those answers. They do so by asking the questions. Personal information Functions Asking for personal information. Grammar Verb be, wh-questions, yes/no questions, short and long answers 3 4 SPELLING-SUPER BOWL Topic 1. Divide the class into 5 groups. 2. Give a list of words and phrases (Annex #4) to each group and have them practice their spelling and pronunciation for some minutes. 3. Cut out the words and put them in a bowl. 4. Have groups take turns taking a cut out of the bowl and spell the word or phrase. Do as many rounds as required for all group members to participate. 5. Game rules: start by reading aloud the word or phrase and then spell it. You’re not allowed to correct mistakes. If it is a phrase, say “space” in between words to separate words from each other. When done, repeat the word or phrase you just spelled for concluding your participation. 6. The group who spells more words correctly wins. Alphabet Functions Spelling words 4 5 ALL AROUND THE WORDS! Topic 1. Have students stand or sit in a circle. If the class is too big, divide it evenly. 2. A first student says a word: let’s say “table”. Then the next one to the right says a second word that begins with the final letter of the first one; that’s letter “e” so that, the student comes up with -let’s say- “Egg” and then third one says “game” or “glove” and so on. 3. To make sure words aren’t repeated, you can write those words on the board or have someone do it. 4. At the end, have students improvise a conversation about the topic being studied, using the words they mentioned. POSSIBLE VARIATIONS: Give students a limited amount of time so that they have to think fast. You can play active background music as they play. The activity can be tailored to a specific topic being studied at the moment. Spelling Functions Identifying the spelling of words to create new ones. 5 6 MY PERFECT MATE Topic 1. Students record themselves in a short video to participate in a show called “Finding My Perfect Mate”. Assign the roles of interviewer and interviewee (a contestant and a host). Have students feel free to produce the video as creatively as they’d like. 2. The instructor assigns a different nationality to every pair in advance, so students contextualize their interventions. 3. The host needs to ask questions to the contestant about personal information, likes, dislikes, hobbies and the like. 4. Students prepare at least 6 questions that MUST include the grammar structures and vocabulary studied so far in the class. 5. After finishing the video, each pair share it, so all the group can watch, analyze and discuss the video for matching the couples with their “perfect mates”. POSSIBLE VARIATIONS: Students can prepare the show in the classroom and present it live in front of the class. Personal Information Likes and dislikes Functions Interviewing people about their personal information, likes, dislikes, so on. Grammar Simple present 6 7 BINGO! Topic 1. Write the following singular nouns on the board and review the rules of plural nouns. (Book-Fox-Body-Fish-Thief-Foot-Potato) 2. Hand a bingo card in to each student (they can play individually or in pairs). (Annex #5) 3. The teacher calls the bingo. Regular and irregular plural nouns. Functions Spelling and pronouncing regular and irregular plural nouns. Discriminating among singular and plural nouns pronunciation. 7 8 WHAT’S IN YOUR BAG? Topic 1. Students work in pairs. 2. Give a card to each student. (Annex #6) 3. In the cards, students will have a picture with some classroom objects in a bag. 4. Encourage students to ask questions about the classroom objects they have in their bags. 5. Students must mention the object´s colors. Example: Is there a pen in your bag? – yes, there is a blue pen in my bag. Are there books in your bag? – Yes, there are 4 brown books in my bag. _ No, there isn´t any. Classroom objects Functions Asking and answering about classroom objects. Grammar Verb be, questions and answers with is there and are there. Articles a / an / the Plural nouns. 8 9 WHOSE THIS? Topic 1. Have students take 3 personal objects out of their bags. Do not allow cellphones or classroom objects as notebooks or pens in order to avoid repetitions. 2. Students will present their objects by using the articles (a /an) and plural forms. Example: -This is a mirror, this is an umbrella and these are keys. 3. Then, have students choose one of their objects and secretly put it inside a bag. 4. The teacher will mix the objects and have students take an object out of the bag and guess whose object it is. Example: I think this is Robert´s watch. (I believe this is, it may be…) 5. If student does not guess, give the chance to any willing student to try. Example: I believe, that is Steven´s watch. Personal objects. Functions Using demonstrative adjectives and possessives in the same sentences. Grammar Verb be, demonstrative adjectives, possessives with –s 9 10 WHAT A MESS! WHERE ARE MY SHOES? Topic 1.Students work in groups of four. 2. Each student must describe the picture in the given card (Annex #7). - Have students mention colors, sizes and amounts. -Encourage students to use structures like, there is and there are and phrases like, I can see… too. 3. After the pictures’ description, students will ask and answer questions about the objects position. -Have students use prepositions of place like, in, on, under, next to, behind, in front of, above in their answers. Objects. Functions Describing pictures in detail. Answering about objects’ position. Grammar Verb be, Where questions, prepositions of place, there is, there are. 10 11 ARE YOU BUSY ON MONDAY? Topic 1. On the board, draw 5 big circles. -In the 1st circle write “SUBJECTS” and ask students to write possible subjects (subject pronouns and names) without repeating. -In the 2nd circle, write “ADVERBS OF FREQUENCY” and ask students to write all the ones they remember. -In the 3rd circle, write “VERBS AND DAILY ACTIVITIES” and encourage students to write a verb or activity without repeating anyone. -In the 4th circle, write “COMPLEMENT” and ask students to look at the verbs and think about a possible complementary information and write it in that circle. -In the last circle, write “TIME EXPRESSIONS” and ask students to write all the possible time expressions for simple present tense. 2. After filling the circles with the required information, the students will build a sentence orally by taking a word per circle, while teacher crosses the taken ones out. 3. Later, teacher asks students to write down 5 or 10 sentences out of the information in the board. Affirmative sentences, simple present tense. Functions Forming sentences with adverbs of frequency. Grammar Simple present, adverbs of frequency. 11 12 FIND SOMEONE WHO… Topic 1. Deliver the worksheet (Annex # 8) 2. Elicit the way of asking a yes/no question for getting the information required. Example: Find someone who… • Exercises every Sunday. o Do you exercise on Sundays? Yes, I do/ No, I don´t 3. Elicit the way of asking for extra information by building wh-questions. Example: - Where do you exercise? o acknowledge verb be in questions 10 and 11. 4. After the individual work (building the questions), students must ask the yes/no questions to their partners until finding a positive answer. 5. Clarify that the extra information questions will be asked only to the people who answered positively. 6. The activity is oral but the students should take notes in their worksheets. 7. Elicit some students to share their findings. Affirmative sentences, simple present tense. Functions Asking simple present questions. Grammar Simple present, adverbs of frequency. 12 13 SCHEDULES Topic 1. Have students fill Annex# 9 with their routines. 2. Encourage them not to repeat the activities. 3. They must include only 2 activities they do in the morning, in the afternoon and at night per day. 4. After the individual work (filling the schedules), have students work in pairs; they must switch their schedules and present their partners’ schedules details in front of the class. 5. Highlight the importance of the third person –s ending. Example: -Betsy works in the morning on weekdays. -On Sunday, she goes to the gym at 10 am. Routines The time Days of the week Weekdays Weekend Functions Sharing information about daily routines and schedules. Grammar Simple present Third person, -s ending pronunciation. 13 14 TIC TAC TOE: HOW OFTEN DO YOU…? Topic 1. Write on the board important information for a short review of asking and answering how often questions. E.g. o Once a day-Twice a week-3 times a month- Every hour- Every day- Every week- Every month- Every year-every other day, once in a blue moon. o Write adverbs of frequency. 2. Draw 2 Tic Tac Toe boards in the board with the heading “HOW OFTEN DO YOU..”. In each space, write actions like the ones suggested next. - Visit grandparents-take the bus- eat pineapple- ride a horse- laugh- go swimming- get up late- look in the mirror- do homework. - Go to the zoo, read, drink orange juice, have a party, watch TV, cry, wear a hat, hold a baby, do iron. 3. Have students work in two groups. 4. They must choose a position in the Tic Tac Toe board, and everyone in the group should answer the how often question correctly in order to get their mark in the chosen position. Routines. Functions Reviewing adverbs of frequency. Grammar Simple present Adverbs of frequency Third person, -s ending pronunciation. 14 15 WHAT TIME IS IT? Topic 1. Have students stand in two horizontal lines, facing each other. 2. Explain them that one line would not move, and the other one will move a step to the right when they listen to the bell ringing or the teacher clapping; at that point, the last person in line will quickly move to the first spot. 3. Each student will be holding a card with information, e.g. the time the supermarket opens or closes. (Annex # 10) EXAMPLE: THE CONCERT STARTS 7:30 PM 4. The person in front of you will read the card you are holding for asking you about the time, the person answers based on his/her own card. EXAMPLE: Q/ What time does the concert start? A/ It starts at “half past seven” The time. Functions Making questions about the time. Telling the time. Grammar Simple present. Adverbs of frequency. Third person, -s ending pronunciation. 15 16 GUESS! YOU’RE TALKING ABOUT… Topic 1. Have students write on the board all the adjectives for describing personality and physical appearance they had learned in classes. 2. Then, student should write down the description of a famous person by using as many clues (adjectives) as possible but without saying his/her name. 3. After the individual work, students go in front of the class for challenging their classmates to guess the name of the famous person they are describing. Famous people. Personality traits. Physical appearance. Functions Using adjectives to describe people. Grammar Simple present Verb be Verb have/has Has got 16 17 MY PARTNER’S FAMILY TREE Topic 1. Students work in pairs. 2. Give a paper to each student. 3. Tell them they must draw their partner’s family tree based on the information dictated by their partner. Example: My grandparents’ names are Pedro and Lisa. They are my mother’s parents. My father’s parents’ names are Jorge and Joana. 4. After that, the students switch their family trees and start introducing their family members to the rest of the class by saying a personality characteristic of their family members. 5. Highlight that the drawing skills aren’t important in the activity. Family members. Personality traits. Functions Describing and understanding family trees. Describing personality. Grammar Simple present Possessives with ´s 17 18 DESCRIBING PEOPLE Topic 1. Students work in groups of 5 people. 2. Hand in the set of 5 people (Annex #11) to each group. 3. Encourage them to describe the physical appearance of the people in the picture in detail. 4. Then, give a cartoon picture (Annex #11) to each group and encourage them to describe the picture for the rest of the class. POSSIBLE VARIATION: Students take pictures of themselves in advance or provide a social media profile picture to the instructor so the teacher can create digital groups with pictures of different students and assign them to others for them to describe. Physical appearance Adjectives order Functions Describing physical appearances. Grammar Simple present Verb be Verb have Have got 18 19 WHAT’S MR. BEAN DOING? Topic 1. Students work in pairs. Tell them they will watch a Mr. Bean video of 4 minutes: https://www.youtube.com/ watch?v=bJQEVYBS5ew 2. Students must sit one in front of the other one. Only one of them will be watching the screen. 3. The student who is watching the video will be describing Mr. Bean actions to the other one. In a simultaneous action (watching- describing), they must use present continuous all through the description. Example: Mr. Bean is wearing earphones. He is listening to music and singing. 4. Then, the teacher elicits the sequence of actions from the video out of the ones who weren´t watching. 5. Then the students switch places and the activity is repeated with a similar video. https://www.youtube.com/ watch?v=jxMYcIZstCk 6. At the end, you can play both videos again just to please the ones who didn’t watch one or the other and have fun. Describing actions in the moment. Functions Describing actions using present progressive. Grammar Present progressive Positive sentences 19 20 MIMICS! Topic 1. Write on the board “They are cooking dinner /She is dancing in a talent show” and briefly review the present progressive tense structure of positive sentences. 2. Have students work in 2 groups, they will play mimics, the teacher will give a slip of paper with a positive progressive sentence on it (Annex #12) to the participant in turn while the corresponding group guesses the complete phrase for getting the point in the given time. 3. By taking turns, both groups participate in the activity. 4. The suggested time per participant is 2 minutes. Describing actions in the moment. Functions Describing actions using the present continuous. Grammar Present progressive. Positive sentences structure. 20 21 WHAT ARE THEY DOING? Topic 1. Divide the group in 4. 2. Deliver a picture (Annex #13) to each group. 3. Encourage students to challenge each other by asking what the people in the picture are doing. 4. After some minutes, rotate the pictures among the groups until every group has had the 4 pictures. Describing actions in the moment. Functions Asking and answering questions using present progressive. Grammar Present progressive 21 22 GAMEBOARD Topic 1. Have students work in groups of 5 people. 2. Deliver a table game (Annex #14) and a set of dice to each group. Explain to students, they should take turns for tossing the dice and move through the board. For staying in the spot they must make a positive or negative sentence by using the present continuous tense and the picture. 3. Have them play until someone reaches the finish spot. Describing actions in the moment. Functions Reviewing present progressive. Grammar Present progressive 22 23 WHAT ARE YOU DOING THESE DAYS? Topic 1. Have students work in pairs. 2. Give a question-starter card to each one. (Annex #15) 3. Tell them to ask the questions to each other and any other question that can emerge in the conversation. 4. Students should take notes about their partners’ answers. 5. Encourage students to use present continuous and simple present for answering the questions. Describing actions in the moment. Functions Reviewing present tenses. Grammar Present progressive Simple present 23 24 IT’S 12 O´CLOCK! WHERE ARE YOU? WHAT ARE YOU DOING? Topic 1. Write on the board “12 o´clock/Where are you? /What are you doing?” 2. Have students make a circle; explain to them they will do a repetition chain. 3. Choose a person to start, tell him/her to say the starting phrase “It´s 12 o´clock…” and then answer the questions on the board “Where are you? What are you doing?” without repeating each other´s answers. Example: It´s 12 o´clock/ I am in my house/ I am cooking my lunch. 4. The next person should repeat his/her partner sentence and add his/her own and so on. Example: It´s 12 o´clock “Rebeca” is in her house, she is cooking her lunch, I am in the school, I am studying. 5. Tell them you will challenge their memories. 6. If the students forget something, they will be out of the circle. 7. Encourage students to use the correct verb forms, subjects, objects and pronouns when rephrasing their partners’ sentences. Routines. Functions Describing routines. Grammar Present progressive Simple present 24 25 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? Topic 1. Pat your head, rub your stomach, and challenge your students to do the same. (optional) 2. Students will work in pairs. Hand in a worksheet with more challenges. (Annex #16) and tell them to take notes about the done and failed challenges. 3. Ask the students to report the findings by using can and can’t. Example: Rose can’t spell her name backwards BUT she can write her name with the left hand. Abilities and possibilities. Functions Using can and can’t. Grammar Use of can, can’t and but. 25 26 WHO AM I? Topic 1. Students will play Who am I? 2. The subgroup size will depend on the amount of students per group. 3. Give 5 superhero pictures to each group (don’t allow them to watch them before their turn). (Annex #17) 4. The card should be facing down on the table. Someone in the group pastes a card in the participant’s forehead, the participant starts asking “can” questions. The other members of the group must answer yes or no only. Example: Can I fly? –no, you can´t./ Can I lift heavy things? Yes, you can. 5. The participant continues asking until guessing which super hero he/she is. 6. Everyone in each group participates. Abilities and possibilities. Functions Reviewing can and can’t. Grammar Use of can and can’t. 26 27 IMAGE CONSULTING, ROLE-PLAY! Topic 1. Have students do a role-play; they will ask for clothing advice to a professional image consultant. • The client will travel to many different countries around the world. • The consultant will give pieces of advice about the most suitable clothing stuff to each country or place. Clothing, Weather. Functions Asking for and giving advice. Grammar Imperatives: like to, want to, have to, need to 27 28 FASHION CRITICS! Topic 1. Have students work in groups of three. 2. They must look for and choose a famous person full body picture. 3. Encourage them to criticize the person´s outfit while giving advice for improving the committed fashion mistakes. 4. After group work, have students show the picture to their classmates and say the different advice you found out for the person. Clothing Functions Asking and giving advice Grammar Imperatives: like to, want to, have to, need to 28 29 WHO AM I TALKING ABOUT?! Topic 1. Have students work in pairs. 2. Give to each group a picture with several people on it. (Annex # 18) 3. Tell them to describe someone’s outfit (from the picture) without saying their name while the rest of the group guesses the person they’re referring to. POSSIBLE VARIATIONS: • Give a different card to each student and ask them to correct their partner’s description based on their own picture. • Students describe people from the class instead. Clothing. Functions Describing what people are wearing. Grammar S/he is wearing… (a long dress) The one wearing… (a denim jacket) The wo/man in… (white pants) 29 30 HOW MUCH IS IT? Topic 1. Give an item card to each student. (Annex #19) 2. Ask them to check all the item details. 3. Have students sell and buy their products around. 4. Encourage them to use the shopping vocabulary. Shopping -Clothing Functions Asking and telling prices. Grammar How much questions. Vocabulary It’s on sale, I need a Bargain. Verbs: put on, take off, wear, dress up, try it on. 30 31 THE DEPARTMENT STORE Topic 1. Students will work in groups of 4. 2. Assign to each group a store department • WOMEN, MEN, SHOES, BABIES, JEWELRY, HOME 3. Tell them to organize themselves for bringing labeled items and set their store department in the classroom. 4. Encourage them to prepare themselves with the vocabulary as a client and as the clerk. 5. The assigned day, give them some time to rearrange all their stuff and start asking students to buy specific objects in specific departments. For example: • Rebeca: go and buy a nice jacket for your mom, remember her color and style preferences. 6. Correct mistakes and create a nice learning environment. POSSIBLE VARIATION: Ask students to buy a complete outfit for a specific activity such as a cocktail party, formal business dinner, a wedding or other. Shopping. Functions Asking and telling prices. Grammar How much questions. Vocabulary It’s on sale, I need a Bargain. Verbs: put on, take off, wear, dress up, try it on. 31 32 HOT VERBS Topic 1. Get a list of verbs in simple form, both regular and irregular. 2. Split the group into two teams. 3. Place a chair in the middle or in front of the classroom. Every team member will have to sit there and provide the past tense of the verb that the teacher randomly gives from the list. Once the student answers the verb, another member sits and does the same; if they don’t know the verb, they can pass. Someone from the other group can assist tracking time and keeping score of the correct answers. 4. Every team has 1 minute to answer as many verbs as possible. POSSIBLE VARIATIONS: You can repeat roles as many times as you need; this will depend on the group. Also, the time you provide might be different. Verbs review. Functions Reviewing the simple past verbs. Grammar Simple Past . 32 33 WHAT DID THEY DO? Topic 1. Ask a few volunteers to stand in front of the class (or choose a few!). 2. You paste a different card on their foreheads, but do not allow them to see their cards. Every card has a phrase in past. (Annex #20). 3. Each one will have their turn to come in front of the class. The rest of the students have to mime what is on the card as specifically as possible, so their classmate responds to the question “What did they do?” providing the full phrase. The important thing to emphasize here is the past sentence structure. POSSIBLE VARIATIONS: Instead of having cards, you can present the phrases digitally in slides every time each student goes in front of the class. You can also ask the question: “What didn’t they do?”, so the student has to respond more spontaneously with a negative answer. Past activities. Functions Reviewing the simple past verbs. Grammar Simple Past. 33 34 WHAT DID THEY SAY? Topic First part: 1. Bring a song with verbs in past (Annex #21 suggests one) 2. Start by providing a sheet with the lyrics with spaces to fill out. 3. After checking the answers, divide the class into two teams. Second part: 4. Write different words and phrases from the song randomly all over the board. 5. Ask for a volunteer of each group to come in front of the class and provide them a marker of a different color. Each student has to stand in front of the board. 6. Ask the rest of the group to put the lyrics sheet away and play the song one more time. The students in front of the board must mark out the phrases or word in the moment they hear it in the song; only if and when they hear it. Once the phrase has been marked by one of the players, it belongs to their team and can’t be marked again. The rest of the group may shout out to their teammate if they listen to one of the phrases. 7. At the end, every team creates a new song with the words they got. POSSIBLE VARIATIONS: You may write the words in paper and paste them on the board or a wall, so they grab them. Students can create a conversation, a role- play, or even a poem. Past verbs Functions Recognizing words and phrases and create a story based on them. Grammar Simple Past 34 35 ONCE UPON A TIME Topic 1. Divide the group into teams of three members. 2. Provide each one a set of cards with random pictures. (Annex#22). Each team must distribute the cards among the members without looking at the pictures. 3. Once every member has their cards, they have to start telling a past tense story based on the pictures; every sentence or action they mention with it, must have a sequential logic. They have to place one picture at a time in the middle of the group for everyone to see as they tell the sentence. The person with the card with the phrase “Once upon a time” will be first; the second participant will be the next to take a card and add it a sequential action. The “winner” will be the member who finishes their cards first. Simple Past. Functions Creating impromptu stories. Grammar Simple Past. 35 BONUS IRREGULAR BINGO! Topic 1. Provide students a bingo board with the past form of different irregular verbs. (Annex #23) 2. You have a list of irregular verbs to take out of a bag/box; these verbs will be in simple form, so students have to identify the past tense of the verbs you call out. 3. You can play individually or in pairs, as many times as you want and as many board variations as you wish. Irregular verbs Functions Reviewing the simple past verbs. Grammar Simple Past. 36 WHAT NOW? Let’s use this! We know you have plenty of great ideas; certainly, these are just a few activities we’ve implemented along our way as English instructors; you’ve definitely used one or two, or maybe more! But has it ever happened to you that, over the years, you get so overwhelmed with work and personal activities that you tend to get a little creatively-stuck and even had trouble remembering activities you previously used? We definitely have! So, what we expect from this booklet is for you to have a set of ready to use activities with the material you need for it, so you can help your students gain confidence in their path of speaking English. Even though these activities have been developed based on the syllabus from the project ED-2884 from UCR Pacific Campus, you can completely vary them according to your needs and class, and even for teaching other languages. We certainly hope these can be used and modified as you please, but especially, that they can be used as a resourceful tool in your daily teaching routine, for the sake of your class objectives and your students. Feel free to cut the annexes and use them at your best convenience! 37 CUTTABLE ANNEXES 38 ANNEX #1 WHAT’S YOUR NAME? 1. What’s your name? Important: It is: It’s Singular They are: they’re Plural possessIve adjectIves His: male Her: female 2. What are your favorite colors? 3. What’s your phone number? 4. What’s your middle name? 5. What are your last names? 6. What’s your nationality? 7. What’s your ID? 39 40 ANNEX #2 OH MY GOD! ARE YOU…? Name: Johnny Depp (John Christopher Depp II ) Age: 57 Country: USA Lives: USA Name: George Clooney (George Timothy Clooney) Age: 59 Country: USA Lives: USA Name: Jackie Chan Age: 66 Country: China Lives: Hong Kong Name: Brad Pitt (William Bradley Pitt) Born: 57 Country: USA Lives: USA 41 42 Name : Leonardo DiCaprio (Leonardo Wilhelm DiCaprio) Age: 46 Country: USA Lives: USA Name: Pope Francis (Jorge Mario Bergoglio) Age: 84 Country: Argentine Lives: Rome Name: Tom Cruise (Thomas Cruise Mapother IV) Age: 58 Country: USA Lives: USA Name : Jennifer Lopez (Jennifer Lynn López) Age: 50 Country: USA Lives: USA 43 44 Name: Mel Gibson Age: 63 Country: USA Lives: USA Name: Cristiano Ronaldo. (Cristiano Ronaldo dos Santos Aveiro) Age: 34 Country: Portugal Lives: Spain Name: Shakira (Shakira Isabel Mebarak Ripoll) Age: 43 Country: Colombia Lives: Spain Name: Christina Aguilera (Christina Maria Aguilera) Age: 40 Country :USA Lives: USA 45 46 Name: Madonna (Madonna Louise Ciccone) Age: 62 Country: USA Lives: USA Name: Nicolas Maduro Moros. Age: 58 Country: Venezuela Lives: Venezuela Name: Maribel Rocío Fernández García Age: 61 Country: Costa Rica Lives: Mexico Name: Angela Dorothea Merkel Age: 66 Country: Germany Lives: Berlin 47 48 Name : Britney Jean Spears Born : 39 Country : USA Lives : USA Name: Neymar da Silva Santos Júnior Age: 28 Country: Brazil Lives: Paris Name: Laura Pausini Age: 46 Country: Italy Lives: Italy Name: David Beckham. (David Robert Joseph Beckham) Age: 45 Country: England Lives: England/USA 49 50 Name: Ana Maria Polo Gonzalez Age: 61 Country: Cuba Lives: USA Name: Franklin Ramón Chang-Díaz Age: 70 Country: C. R. Lives: Costa Rica Name: Queen Elizabeth II, Elizabeth Alexandra Mary Windsor Age: 94 Country: Great Britain Lives: London Name: Matthew Steven LeBlanc, Matt LeBlanc Age: 53 Country: USA Lives: USA 51 52 ANNEX #3 IS YOUR BIRTHDAY ON MAY 23rd? Wh-QUESTIONS Yes/no Question 1. What’s your favorite TV show? Important structures: Wh-questIons Wh-word +verb be +subject +complement? Yes/no questIons Verb be + subject + +complement? 2. When’s your birthday? 3. How old are you? 4. What’s your e-mail address? 5. Where do you live? 6. What’s your last name? 7. Why are you studying English? 53 54 ANNEX #4 SPELLING – SUPER BOWL ROXANA SPORTS SURNAME BRITISH FAVORITE ARAYA AMERICAN PORTUGUESE LORENA NATIONALITY AGE WORK STUDENT GOOD MORNING ALPHABET JAPANESE ENGLISH YORLENY COUNTRY MAUREN SEE YOU LATER RODRIGUEZ SPANISH LAST NAME ITALY CANADIAN extra Words for tIes (don’t shoW these Words to the students) Germany- Xiomara-alvarado 55 56 ANNEX #5 BINGO! Bingo caller`s cards Cut them up and put them in a bowl or bag. Babies Baby Box Boxes Child Children Deer Duck Ducks Wolf Wolves Penny Pennies Sheep Snake Snakes Sandwich Sandwiches 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 ANNEX #6 WHAT´S IN YOUR BAG? NOTES: WHAT´S IN YOUR BAG? 75 76 NOTES: WHAT´S IN YOUR BAG? 77 78 ANNEX #7 WHAT A MESS! WHERE ARE MY SHOES? 79 80 81 82 83 84 85 86 87 88 ANNEX #8 FIND SOMEONE WHO… 1. Goes to the gym every week Name Yes/no Question Extra Information 2. Always eats healthy breakfast. Name Yes/no Question Extra Information 3. Works more than eight hours per day. Name Yes/no Question Extra Information 4. Studies at least 30 minutes per week. Name Yes/no Question Extra Information 5. Speaks with his/her mother every morning. Name Yes/no Question Extra Information 6. Takes a shower more than two times per day. Name Yes/no Question Extra Information 89 90 7. Sleeps less than Name Yes/no Question Extra Information 8. Drives to work or school. Name Yes/no Question Extra Information 9. Has 2 or more dogs. Name Yes/no Question Extra Information 10. Is under 20 years old- Name Yes/no Question Extra Information 11. Is married. Name Yes/no Question Extra Information 91 92 ANNEX #9 SCHEDULES From 6:00 pm to 10:00 pm A t night From 12:00 m d to 5:30 pm In the afternoon From 6:00 am to 11:30 am In the M orning M O N D AY TU ESD AY W ED N ESD AY TH U RSD AY FRID AY SATU RD AY SU N D AY Use the spaces in the schedule to write two or three activities and the time you normally do them. 93 94 ANNEX #10 WHAT TIME IS IT? SUPER MARKET CLOSE 8:45 PM CONCERT START 6:00 PM ENGLISH CLASS BEGIN 5:30 PM ENGLISH CLASS FINISH 9:15 PM BUTCHERY OPEN 6:20 AM WAKE UP 8:05 AM SOCCER MATCH START 3:50 PM WORK BEGIN 10:35 AM EXERCISE 10:40 PM GYM OPEN 5:55 AM BAKERY CLOSE 7:10 PM DANCE CLASS BEGIN 11:25 AM THE SOAP OPERA START NOON DO HOMEWORK 4:50 PM GO TO BED 11:40 PM HAVE DINNER 8:15PM HAVE BREAKFAST 6:05AM TAKE SHOWER 5:35AM CHURCH SERVICE END 3:30PM POOL PARTY START 11:50AM LEAVE HOME 7:00 AM GROCERY STORE CLOSE 1:20PM TALK SHOW START 9:45 AM MEETING END 6:00PM 95 96 ANNEX #11 DESCRIBING PEOPLE 97 98 ANNEX #12 MIMICS! Cut the slips of paper and mix them in a bowl. They are relaxing on the beach. He is washing his car. I am cooking a steak. He is singing in the shower. We are going to bed. We are flying a kite. They are speaking Japanese. They are playing basketball. They are playing chess. She is doing yoga. I am washing my hair. She is studying English. He is waiting for a bus. I am riding my motorcycle. He is watching a soap opera. We are listening to pop music. She is sending an e-mail. We are driving to school. They are having a party. They are having dinner in a restaurant. I am playing the piano. 99 100 ANNEX #13 WHAT ARE THEY DOING? 101 102 103 104 105 106 107 108 ANNEX #14 GAMEBOARD 109 110 ANNEX #15 WHAT ARE YOU DOING THESE DAYS? 5. T hi nk o f y ou r fa vo ri te c el eb ri ty . W ha t d o yo u th in k th ey a re d oi ng r ig ht n ow ? 4. W ha t T V s ho w s ar e yo u w at ch in g no w ? 3. A re y ou r ea di ng a ny in te re st in g bo ok s th es e da ys ? W hi ch o ne s? 2. W ha t d o yo u th in k yo ur b es t f ri en d is d oi ng ri gh t n ow ? 1. W ha t a re y ou d oi ng th is y ea r to im pr ov e yo ur se lf? ST U D E N T A 5. W ha t i s yo ur fa vo ri te s po rt s te am ? H ow a re th ey d oi ng th is s ea so n? 4. S ho w y ou r pa rt ne r a pi ct ur e on y ou r ph on e. D es cr ib e w ha t i s ha pp en in g in th e ph ot o. 3. W ha t a re y ou s tu dy in g th es e da ys ? 2. W ha t p ro je ct s ar e yo u w or ki ng o n th is w ee k? 1. W ho a re y ou h an gi ng o ut w ith a lo t t he se da ys ? ST U D E N T B 111 112 ANNEX #16 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? Can you… Notes: 1. mention the name of 7 of your partners? 2. write your name with your left hand. (left-handed ones use right hand and vice versa)? 3. spell your name backwards? 4. make a paper boat? 5. move your ears? 6. say 10 English words in 20 seconds? 7. draw a square with the right hand and a circle with the left hand simultaneously? 113 114 ANNEX #17 WHO AM I? 115 116 117 118 119 120 121 122 123 124 ANNEX #18 WHO AM I TALKING ABOUT? 125 126 ANNEX #19 HOW MUCH IS IT? 127 128 129 130 131 132 133 134 135 136 ANNEX #20 WHAT DID THEY DO? 137 138 POOL KARAOKE 139 140 MONEY CAR 141 142 RODE A BIKE 143 144 145 “Who knew” PINK You ____________ my hand, you ____________ me how You ____________ me you’d be around Uh huh, That’s right I ____________ your words And I ____________ in everything You ____________ to me Yeah huh. That’s right If someone ____________ three years from now You’d be long gone I’d stand up and punch them out ‘Cause they’re all wrong I know better ‘Cause you ____________ forever And ever…Who knew ANNEX #21 WHAT DID THEY SAY? https://www.youtube.com/watch?v=NJWIbIe0N90 147 https://www.youtube.com/watch?v=NJWIbIe0N90 148 Remember when we ____________ such fools And so convinced and just too cool Oh no…No no I wish I could touch you again I wish I could still call you friend I’d give anything When someone ____________ count your blessings now For they’re long gone I guess I just ____________ how I ____________ all wrong They ____________ better Still you ____________ forever And ever…Who knew…Yeah yeah I’ll keep you locked in my head Until we meet again. Until we... Until we meet again And I won’t forget you my friend, what ____________ 149 150 ANNEX #22 ONCE UPON A TIME 151 152 153 154 155 156 157 158 159 160 161 162 163 164 ANNEX #23 IRREGULAR BINGO BOARDS B I N G O F E L T C U T W O R E F E D F O U N D M E T H E A R D H A D SO L D B O U G H T C A U G H T D R O V E L E F T SA ID B U IL T SP O K E SA T C A M E TA U G H T SL E P T SP E N T F O U G H T P U T U N D E R ST O O D M A D E B I N G O W R O TE B U IL T F O U N D SA W B E G A N F O R G O T F O U G H T W O K E B R O U G H T SP E N T W O N B R O K E SL E P T TO L D G O T C A M E H E A R D SA T C U T M E T TH O U G H T U N D E R ST O O D M A D E H A D SP O K E 165 166 B I N G O F E L L SO L D D ID F E L T H A D P U T W A S/ W E R E TO L D D R O V E W E N T P A ID R A N SW A M D R A N K R O SE W R O TE H E A R D W O N C A U G H T B U IL T SA W SP E N T C A M E W O R E F O U G H T B I N G O P A ID M A D E B E G A N L E F T SP O K E SH O O K F E L L C U T A TE B R O K E B U IL T F O U N D ST O L E F E L T H A D C A U G H T D R O V E TO L D SO L D SP E N T D R A N K B R O U G H T W O K E W O N H E A R D 167 168 B I N G O H E A R D C A M E TH O U G H T TA U G H T P A ID TO L D SW A M G A V E U N D E R ST O O D R O D E C U T H A D W O K E M A D E F O U N D D ID W R O TE F E L T P U T F O R G O T D R A N K G O T SP E N T F O U G H T SA T B I N G O W E N T SA ID SA W L E F T B U IL T SP E N T W A S/ W E R E SA T L O ST SL E P T G A V E R O SE M A D E R O D E SH O O K B O U G H T P A ID P U T H A D M E T H E A R D B R O K E C A M E W O R E R A N 169 170 B I N G O W O K E D ID F O R G O T D R O V E ST O L E A TE TH O U G H T SH O O K B U IL T F O U N D M E T F E L T SP E N T C A U G H T W A S/ W E R E R O D E B E G A N G A V E SO L D SA W L E F T R O SE B R O K E H E A R D B R O U G H T B I N G O TO L D SP O K E M A D E C U T W R O TE ST O O D F O R G O T C A M E D R A N K L E F T R A N B U IL T SA ID H E A R D TA U G H T G A V E W E N T R O D E P A ID P U T SP E N T H A D F E D SW A M SH O O K 171 172 B I N G O R O D E D R O V E C A U G H T B R O K E D ID F E D TH O U G H T C U T R A N L E T P U T U N D E R ST O O D W O R E B U IL T SA W M A D E H E A R D P A ID C H O SE W O K E F O R G O T SP O K E F O U G H T TO L D B E G A N B I N G O W R O TE C U T R O D E H A D M E T SL E P T L E F T G O T SO L D SH O O K G A V E A TE TA U G H T B R O K E B O U G H T SA T TO L D L O ST W O N F E D C H O SE P A ID D R A N K H E A R D W E N T 173 174 B I N G O SW A M C A U G H T SH O O K M A D E R O SE TH O U G H T SL E P T SA ID L O ST F O U G H T C U T A TE C H O SE G A V E P U T R O D E L E T F E L L SO L D H A D D R A N K D ID SA W W R O TE C A M E B I N G O B R O K E U N D E R ST O O D R O SE L E T B E G A N SH O O K L E F T P A ID M A D E ST O L E B U IL T W O R E R A N TA U G H T G O T G A V E B O U G H T SL E P T R O D E F E L L W R O TE W A S/ W E R E C H O SE H E A R D D R O V E 175 176 B I N G O R O SE B U IL T SW A M B R O K E L O ST SO L D G A V E C A U G H T R A N D ID H E A R D TA U G H T TO L D C U T F E D C A M E W E N T H A D TH O U G H T A TE U N D E R ST O O D ST O L E B O U G H T M A D E F E L T B I N G O R A N W E N T B U IL T L E F T P A ID B R O U G H T ST O O D H A D D R A N K SW A M SH O O K P U T B E G A N L E T F O U G H T M E T M A D E SL E P T C H O SE W A S/ W E R E D ID B R O K E TH O U G H T H E A R D C A U G H T 177 178 B I N G O D R A N K R O D E B E G A N R O SE SH O O K A TE C U T ST O O D SA W U N D E R ST O O D TA U G H T SO L D P A ID L E T L E F T W O R E H A D R A N ST O L E C H O SE W O N D R O V E B R O U G H T M A D E B U IL T B I N G O B R O U G H T F O U G H T L E F T C A M E C A U G H T W E N T SA ID W A S/ W E R E G O T R O SE P U T F E D SA T ST O L E SP E N T C H O SE H E A R D B R O K E C U T P A ID B E G A N L E T L O ST SO L D ST O O D 179 180 BINGO VERB LIST CUT SIT SLEEP TEACH LET FEED FIGHT THINK PUT MEET SELL HAVE BUILD GET TELL PAY SPEND UNDERSTAND LEAVE MAKE SAY STAND BRING HEAR WIN FIND BUY BREAK LOSE FEEL CATCH RUN WAKE SWIM RISE SEE CHOOSE DRIVE WRITE EAT STEAL BE SHAKE FALL FORGET SPEAK DO GIVE WEAR BEGIN GO RIDE DRINK COME 181 Clases: 1 WHAT’S YOUR NAME? 2 OH MY GOD! ARE YOU…? 3 IS YOUR BIRTHDAY ON MAY 23RD? 4 SELLING-SUPER BOWL 5 ALL AROUND THE WORDS! 6 MY PERFECT MATE 7 BINGO! 8 WHAT’S IN YOUR BAG? 9 WHOSE THIS? 10 WHAT A MESS! WHERE ARE MY SHOES? 11 ARE YOU BUSY ON MONDAY? 12 FIND SOMEONE WHO… 13 SCHEDULES 14 TIC TAC TOE: HOW OFTEN DO YOU…? 15 WHAT TIME IS IT? 16 GUESS! YOU’RE TALKING ABOUT… 17 MY PARTNER’S FAMILY TREE 18 DESCRIBING PEOPLE 19 WHAT’S MR. BEAN DOING? 20 MIMICS! 21 WHAT ARE THEY DOING? 22 GAMEBOARD 23 WHAT ARE YOU DOING THESE DAYS? 24 IT’S 12 O´CLOCK! WHERE ARE YOU? WHAT ARE YOU DOING? 25 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? 26 WHO AM I? 27 IMAGE CONSULTING, ROLE-PLAY! 28 FASHION CRITICS! 29 WHO AM I TALKING ABOUT?! 30 I CAN PAT MY HEAD AND RUB MY STOMACH, CAN YOU? 31 THE DEPARTMENT STORE 32 HOT VERBS 33 WHAT DID THEY DO? 35 WHAT DID THEY SAY? 35 ONCE UPON A TIME  IRREGULAR BINGO! What now? CUTTABLE ANNEXES ANNEX #1 WHAT’S YOUR NAME? ANNEX #2 OH MY GOD! ARE YOU…? ANNEX #3 IS YOUR BIRTHDAY ON MAY 23rd? ANNEX #4 SPELLING – SUPER BOWL ANNEX #5 BINGO! ANNEX #6 WHAT´S IN YOUR BAG? ANNEX #7 WHAT A MESS! WHERE ARE MY SHOES? ANNEX #8 FIND SOMEONE WHO… ANNEX #9 SCHEDULES ANNEX #10 WHAT TIME IS IT? ANNEX #11 DESCRIBING PEOPLE ANNEX #12 MIMICS! ANNEX #13 WHAT ARE THEY DOING? ANNEX #14 GAMEBOARD ANNEX #15 WHAT ARE YOU DOING ON THES DAYS? ANNEX #16 I CAN PAT MY HEAD AND RUB MY ST MACH, CAN YOU? ANNEX #17 WHO AM I? ANNEX #18 WHO AM I TALKING ABOUT? ANNEX #19 HOW MUCH IS IT? ANNEX #20 WHAT DID THEY DO? ANNEX #21 WHAT DID THEY SAY? ANNEX #22 ONCE UPON A TIME ANNEX #23 IRREGULAR BINGO BOARDS VERB LIST