Speaking Activity 1 GROUP WORK Concentration

UNIT 6 LESSON 1

Target Language Materials

One worksheet cut into 20 cards for each
Clothes vocabulary
group of students

PREPARATION (2–3 minutes)

Review the names of clothing. Invite students to name

articles of clothing that they’re wearing. Demonstrate by
pointing to and naming pieces of your own clothing.

PROCEDURE (10–15 minutes)

Put students in groups of two, three, or four.

Have someone in each group mix up the cards and spread
them out facedown in a grid on a desk.
Explain the game: One student in each group flips over any
two cards.
If the card is a picture, the student names the clothing
shown. If the card is a word, the student reads the word
aloud.
If the cards match (a picture card and a word card with the
corresponding piece of clothing), then the student picks up
these two cards, sets them aside, and takes another turn.
If the cards do not match, then the student turns the cards
over again and returns them to their original positions. As
much as possible, students should try to remember the
location of each card as it is flipped over.
The next student flips over any two cards. One or both cards
may be the same as the ones the first student flipped over,
or they may be two different cards. (Again, if the cards
match, the student picks up these two cards and takes
another turn. If the cards do not match, then the student Copyright © 2015 by Pearson Education, Inc.
turns the cards over and returns them to their original
positions.)
Play continues in this way until all cards have been matched.
The student with the most cards at the end of the
game wins.

OPTIONS / ALTERNATIVES (10–15 minutes)

As time permits, have students mix up the cards and

play again.

Top Notch Fundamentals, Third Edition LESSON PLAN 1

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

blouse pants shoes skirt shirt

dress jacket sweater tie suit

2 UNIT 6, SPEAKING ACTIVITY 1 Top Notch Fundamentals, Third Edition

 Speaking Activity 2 GROUP WORK Board game
UNIT 6 LESSON 2

Target Language Materials

Each group needs: one worksheet cut
into a game board and 10 cards; a coin
Colors vocabulary
for tossing; three or four place markers
(coins, poker chips, etc.)

If the player makes a true, grammatically

PREPARATION (3–4 minutes)
correct sentence, he or she stays on that space.
If the player doesn’t make a correct and true
Say a few sentences about the colors of
sentence, he or she goes back to the space
clothing of a student in the class. For example:
where he or she began that turn.
[Rick] has a brown jacket. He doesn’t have
black shoes. The next player takes the top card and plays
as above.
Have students describe the clothing of other
classmates in the same way. (He has a white The first player to reach END wins.
shirt. He doesn’t have a red sweater.)

OPTIONS / ALTERNATIVES (10–15 minutes)

PROCEDURE (15–20 minutes)
Students play in groups of three or four. One
student mixes up the cards and places them
facedown in a pile.
Explain the game: The first player tosses the
coin and moves the indicated number of
spaces. (Designate one side as move one space
and the other as move two spaces.) He or she
plays as follows:
• TOSS AGAIN: The player tosses the coin
again and moves the indicated number
of spaces.
• LOSE TURN: The player’s turn is finished.
• Any other space: The player identifies
the item of clothing pictured on the space.
He or she takes the card on top of the pile
and uses the color on the card and the
clothing on the space to make a sentence
about someone in the classroom. For
example, if a student lands on the sweater
space and takes the white card, the student
might say [Pam] has a white sweater or
[Jason] doesn’t have a white sweater.
Students use only the cards for this option.
The first player chooses a card and reads the
color aloud.
The player begins the timer. All players have
one minute to write down as many sentences
as they can about clothing of that color worn
by students in the class. For example, [Jack] has
black pants. [Bob] has a black shirt.
When one minute is up, players take turns
reading their sentences aloud. If two (or more)
players wrote the same sentence, both players
cross the sentence off their list.
After all players have compared their lists,
players receive one point for every unique
sentence they have. The card is set aside.
Copyright © 2015 by Pearson Education, Inc.
Play continues in this way until all the cards
have been used. At the end of the game, the
player with the most points wins.

Top Notch Fundamentals, Third Edition LESSON PLAN 3

 TOSS
AGAIN

START
LOSE TURN

TOSS
AGAIN

LOSE TURN
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

END

TOSS
AGAIN

LOSE TURN

red orange yellow green blue

purple white black gray brown

4 UNIT 6, SPEAKING ACTIVITY 2 Top Notch Fundamentals, Third Edition

 Speaking Activity 3 GROUP WORK Concentration
UNIT 6 LESSON 3

Target Language Materials

Each group needs one worksheet cut into
Opposite adjectives to describe clothes
12 cards

If the student cannot form sentences with

PREPARATION (1–2 minutes)
the opposite adjectives, he or she loses
his or her turn and the next student has
Review the opposite adjectives to describe
the option to try to make a sentence or
clothes vocabulary on Student’s Book page 48.
sentences. If this student forms a correct
Read the adjectives out loud and have students
sentence or sentences, he or she flips over
repeat after you.
another two cards.
If a student flips over two cards that aren’t
PROCEDURE (10–15 minutes) opposites, the student turns the cards over
and returns them to their original positions.
Put students in groups of two, three, or four. As much as possible, students should try to
remember the location of each card as it is
Have someone in each group mix up the cards
flipped over.
and spread them out facedown on a desk in
a grid. Play continues in this way until all cards have
been matched. The student with the most
Explain the game: One student in each group
points at the end of the game wins.
flips over any two cards and says the adjectives
aloud.
If the adjectives are opposites, then the OPTIONS / ALTERNATIVES
student picks up these two cards and sets
them aside. The student then has the option As time permits, have students mix up the cards
to make sentences about other students in and play again.
class with each of the words. Students get
one point for each correct match and two
points for using both words correctly in a
sentence or sentences. For example, if the
opposite adjectives are new and old, the
student might say, [Mike] has a new shirt.
[Kim] has old shoes. If the student forms a
correct sentence or sentences, he or she
takes another turn. Copyright © 2015 by Pearson Education, Inc.

Top Notch Fundamentals, Third Edition LESSON PLAN 5

 new old dirty

clean long short

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

loose tight cheap

expensive big small

6 UNIT 6, SPEAKING ACTIVITY 3 Top Notch Fundamentals, Third Edition