![]() ![]() The student who wrote the answer bluffs by guessing another student, but once all the other group members have guessed, the student reveals it was them. The students then guess who answered the question. Students then take it in turns to take a slip from the envelope and read it aloud to the group. This continues until all the slips are completed with questions and answers. That person writes an answer underneath, puts the slip in an envelope and takes another slip. The student who writes the last word adds a question mark and hands the completed question to the next person. This process continues until the question on each slip is complete. Students then pass the slip to the person on their right, who writes the next word and passes it on. First, students think of a personal information question beginning with the word on their question slip and write down the next word in the question. The students then play a guessing game using the questions and answers. In this verb to be speaking activity, students write and respond to Wh and yes/no questions with the verb to be. Students then look at the information in the chart and match the people with their dogs. ![]() Students complete the missing information in the chart with the answers. The students use yes/no questions from the worksheet to ask about dogs in six cages in the animal shelter. Students then move on to practice yes/no questions with the verb to be in a second information gap activity where the four people want to find out if their dogs are at an animal shelter. The students' task is to complete descriptions of the dogs by asking and answering questions with their partner and completing the missing information in the chart. Students then use the questions and answers from the first exercise in an information gap activity about four people who have lost their dogs. Next, each student pairs up with someone from the other group. In two groups, students complete present simple Wh questions with words from a box on the worksheet. In this verb to be information gap activity, students practice asking and answering questions with the verb to be. The student with the most cards at the end of the game wins. If the sentence isn't true, the student turns the cards back over and it's the next student's turn to play. If the sentence is true for the two students whose names have been turned up, the student keeps the sentence card. The students then play a matching game by taking it in turns to turn over two name cards and one sentence card. Next, students cut their paper into name cards and sentence cards. No two statements can be the same, so students must vary the information they write and think of something different they have in common each time they change partner. sentence on their card about things they have in common. Students then talk to each group member in turn and write a We are. First, students write their name at the top of the card in the space provided. The students then play a matching game with the sentences. ![]() In this entertaining verb to be activity, students write We are and We aren’t sentences about things they have in common. ![]()
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