Speaking Activity 1 PAIR WORK Tic-tac-toe

UNIT 6 LESSON 1

Target Language Materials

One copy of the worksheet cut into two
Can and have to
sets of cards for each student

Remind students to give true answers. (Since

PREPARATION (3–5 minutes)
the grids are different, they have no way of
knowing whether giving an untrue answer will
Model the activity with a more advanced
help or hurt their partner.)
student. Ask Can you speak French? Have
the student give you a true answer. Remind students to use time expressions with
(Yes, I can. / No, I can’t.) the have to questions.
Have the student ask you a yes / no question After one partner wins, have students use
with can. Give a true answer. a different set of cards (can vs. have to) and
play again.
Continue in the same manner with have to.
For example, ask Do you have to go to work
tomorrow? (Yes, I do. / No. I don’t.) Then have
OPTIONS / ALTERNATIVES (5–10 minutes)
the student ask you a yes / no question with
have to.
Play the game without questions. Student A
simply gives Student B the phrase written on
the square. Student B must make a declarative
PROCEDURE (10–15 minutes)
sentence, using that phrase and can or have to
with an appropriate time expression, if
Divide students into pairs. Give each student
necessary. (For example: Student A: swim;
a set of can cards and a set of have to cards.
Student B: I can / can’t swim. OR Student A:
Explain that students will take turns asking their work late; Student B: I have to work late tonight.)
partners questions about the activities
Students take turns giving phrases and making
on the cards. Student A should start with can
sentences.
cards and Student B with have to cards.
You can do this as an alternative, or copy an
If the partner answers Yes, I can / do, the
extra set of cards for each pair, have them play
questioner circles that activity. If the partner
the regular game first, and then have them
answers No, I can’t / don’t, the questioner puts
play a few rounds of the option, with new
an ✗ over the activity.
partners.
The first one to get three circles or three ✗’s in
a row (horizontally, vertically, or diagonally) Copyright © 2015 by Pearson Education, Inc.
on his or her own card is the winner, as in the
game tic-tac-toe.

Top Notch 1, Third Edition LESSON PLAN 1

 Can you . . . ? Can you . . . ?
g^YZV eaVn heZV` g^YZV
bdidgW^`Z hdXXZg hl^b YVcXZ :c\a^h] W^XnXaZ
eaVn heZV` g^YZV Yg^kZ eaVni]Z
VXVg e^Vcd eV^ci
\da[ :c\a^h] W^XnXaZ

h`^ heZV` eaVn heZV` [^mV bV`Z

>iVa^Vc iZcc^h HeVc^h] XVg e^ooV

Can you . . . ? Can you . . . ?

Yg^kZ eaVni]Z eV^ci hl^b heZV` eaVn
VXVg e^Vcd :c\a^h] iZcc^h
bV`Z heZV` g^YZV eaVn g^YZV
e^ooV :c\a^h] W^XnXaZ h`^
\da[ bdidgW^`Z

YVcXZ heZV` [^mV heZV` g^YZV eaVn

HeVc^h] XVg >iVa^Vc W^XnXaZ hdXXZg
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Do you have to . . . ? Do you have to . . . ?

bZZindjg lVh]ndjg \did \ddji \didV XaZVcndjg
[g^ZcYh Xadi]Zh i]Z\nb d[idlc eVgin ]djhZ
\didV \did \d Yd iV`ZV ldg`
bZZi^c\ XaVhh h]dee^c\ ]dbZldg` iZhi
Yd ldg` \ddji bZZindjg \d ldg`
]dbZldg` aViZ d[idlc Wdhh h]dee^c\ aViZ

Do you have to . . . ? Do you have to . . . ?

ldg` iV`ZV XaZVcndjg bZZindjg \did \did
aViZ iZhi ]djhZ [g^ZcYh i]Z\nb XaVhh
Yd \didV bZZindjg \didV lVh]ndjg \d
]dbZldg` eVgin Wdhh bZZi^c\ Xadi]Zh h]dee^c\
\d \ddji Yd ldg` \ddji
ldg` h]dee^c\ d[idlc ]dbZldg` aViZ d[idlc

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

 Speaking Activity 2 GROUP WORK Board game
UNIT 6 LESSON 2

Target Language Materials

Each group of students needs: one copy
The simple present tense, the present
of the worksheet (game board); one die;
continuous, time expressions, frequency
four place markers (coins, poker chips,
adverbs
etc.)

If the sentence is correct, the student gets to

PREPARATION (3–5 minutes)
stay on that square. If it’s incorrect, he or she
goes back to the square where he or she began
Write on the board watch TV, now. Ask students
that turn. Have students put time cards back at
to make a sentence using the prompts. Have
the bottom of the pile each time.
selected students tell you their sentences and
write them on the board. Elicit from students The first player to reach the Finish triangle wins.
whether the correct sentences should be in the
simple present tense or the present continuous.
(They should be in the present continuous.) OPTIONS / ALTERNATIVES (5–10 minutes)
Write on the board watch TV, every day. In
Have students play the game in pairs.
the same manner, elicit from students that
the correct sentences should be in the simple Student A makes a sentence using the activity
present tense. on the board and the time expression on the
card. The sentence has to be in either the
simple present tense or the present continuous.
PROCEDURE (10–15 minutes) If the sentence is correct, he or she gets to stay
on that square. If it’s incorrect, he or she goes
Explain that students are going to play a board back to the square where he or she began
game. that turn.
Put students in groups of four. Give each group Student B forms a question based on Student
a copy of the worksheet (game board), a die, A’s sentence. (For example, Student A: I play
and four place markers. Cut out the cards and tennis once a week. Student B: How often do you
place them facedown in a pile in the center of play tennis? ) If the question is correct, he or
the game board. she gets a turn to roll the die. If it’s incorrect,
Student A gets his or her turn.
Students take turns rolling the die to move
around the board. After landing on a square,
the student chooses a card. He or she then
makes a sentence using the activity on the
board and the time expression on the card. The Copyright © 2015 by Pearson Education, Inc.
sentence has to be in either the simple present
tense or the present continuous.

Top Notch 1, Third Edition LESSON PLAN 3

 START

FINISH go swimming play tennis cook dinner watch TV

Move
forward
once a three times one square
Tuesdays
play basketball week a month

Move back
three
squares
next go running
now tomorrow
Monday

go dancing study English

this in the
weekends
weekend evening
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

do aerobics play soccer

tomorrow
never sometimes
afternoon

take a shower read

next every
tonight
month day

play golf clean the house

Move Move
forward back
two squares one square

play the guitar go shopping lift weights

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

 Speaking Activity 3 GROUP WORK Card game
UNIT 6 LESSON 3

Target Language Materials

Each group needs: two copies of the
Health vocabulary, frequency adverbs
worksheet cut into 50 cards; a die

When everyone has had his or her turn to lay

PREPARATION (3–5 minutes)
down a card or pass, start a new round with
another student.
Write these frequency adverbs on the
board, numbered as follows: 1. always; 2. At any point, any student may challenge the
almost always; 3. usually / often / generally; student who is laying down a card by saying
4. sometimes / occasionally; 5. hardly ever; I doubt it. If the challenger is correct and
6. never the student has been bluffing, the student
who bluffed must pick up all the cards and the
Write on the board eat junk food.
challenger starts a new round. If the challenger
Roll the die. Announce the result, for example, is incorrect, then he or she must pick up all the
six (which stands for never). Make a sentence cards. Continue the round until each student
using the phrase and never, for example, has had a chance to pass or lay down a card.
I never eat junk food. Then start a new round.
Roll the die several times and each time The first student to lay down all his or her cards
have students make sentences using the phrase is the winner.
and the frequency adverbs indicated by the
die, until students become familiar with the
exercise. OPTIONS / ALTERNATIVES (10–15 minutes)

OPTION 1: Follow the same rules, except

PROCEDURE (10–15 minutes) every player (not only the opening player of
the round) must roll the die again and use the
Put students in groups of five. Give each frequency adverbs indicated.
student five cards. Students look at their
OPTION 2: The opening player must use the
own cards.
frequency adverbs indicated by the roll of the
The first student rolls the die and puts a die; the following players in the round can use
card facedown on the table. He or she makes the frequency adverbs that apply to their own
a sentence using the frequency adverbs lives.
indicated by the number on the die and one
of the card expressions; for example, I never
eat junk food. However, the student may be Copyright © 2015 by Pearson Education, Inc.
bluffing; the card on the table might not
be the eat junk food card.
All the students in the group lay a card
facedown one by one, repeating the same
sentence. Again, the card may or may not be
the eat junk food card. Any student may take
a “pass” without laying down any card.

Top Notch 1, Third Edition LESSON PLAN 5

 exercise eat eat eat get enough
at home junk food sweets junk food sleep

avoid exercise eat healthy eat avoid fatty

sweets at home foods vegetables foods

eat avoid eat get enough do

junk food sweets sweets sleep aerobics
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

do go to eat small eat go to

aerobics the gym meals vegetables the gym

watch go to eat healthy eat small watch

TV the gym foods meals TV

6 UNIT 6, SPEAKING ACTIVITY 3 Top Notch 1, Third Edition

 Speaking Activity 4 GROUP WORK Chain story
UNIT 6 LESSON 4

Target Language Materials

One copy of the worksheet cut into
The simple present tense, time expressions
15 cards for each group of students

PREPARATION (3–5 minutes)

Ask several students questions about their daily routine. For

example, ask What time do you usually get up? Have students
answer in a full sentence.
Change roles and have students ask you questions about
your daily routine.

PROCEDURE (10–15 minutes)

Put students in groups of three or four. Give each group one

set of cards. Explain that students are going to make up a
person’s daily schedule.
The first student draws a card and asks a question about
the activity on the card using What time . . . ? or When . . . ?
(For example, What time does he get up?)
The second student answers the question with a full
sentence, using a time. (For example, He gets up at 6:00.)
The first student writes down the time on his or her card.
Then the second student draws a card and asks the third
student a question, and so on.
After all cards have been used, have students lay them out in
the proper order according to the time on each card. Have
groups take turns describing each step of that person’s daily
routine to the class.

OPTIONS / ALTERNATIVES (5–10 minutes) Copyright © 2015 by Pearson Education, Inc.

Play the game with the entire class. Students take turns
drawing a card. The first student makes a sentence using
the card and a time. (For example, He gets up at 6:00.) The
second student repeats the first sentence and adds his or her
own sentence. (For example, He gets up at 6:00. He eats
breakfast at 7:00, and so on.) Students who make a mistake
will be eliminated.
Start the game slowly and then increase the speed.
The final student remaining in the game wins.

Top Notch 1, Third Edition LESSON PLAN 7

 get up eat breakfast take a shower / bath

: : :

go to work / school have lunch finish work / school

: : :

get home eat dinner watch TV

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

make phone calls read play computer games

: : :

exercise go to bed listen to music

: : :

8 UNIT 6, SPEAKING ACTIVITY 4 Top Notch 1, Third Edition