Speaking Activity 1 GGROUP WORKROUP WORK Board game

PREPARATION (3–5 minutes)

Draw three boxes of increasing size on the board. Label the smallest one A, the middle one B, and the largest one C. Ask students to describe them using the adjective big. Elicit appropriate sentences. (For example, B is bigger than A. C is bigger than B. C is the biggest of the three.)

Tell students that each box is a house. Ask them to think about which is more comfortable to live in. Elicit appropriate sentences. (For example, B is more comfortable than A. C is more comfortable than B. C is the most comfortable of the three.)

Remind students that they can use less and least in the same way they use more and most, but with an opposite meaning.

PROCEDURE (10–15 minutes)

Put students in groups of three. Give each group a copy of the game board. Explain the game: Students take turns tossing the coin onto the game board. (Have them flip the coin or shake it in their cupped hands first, to ensure a random toss.)

If the coin lands “heads up,” the student must make a sentence using the comparative form of the word; if it lands “tails up,” he or she must use the superlative form.

If the coin lands between two wedges, the student should use the word from the wedge where the major part of the coin lies. If it’s exactly in between, he or she should toss again.

If the coin misses the game board altogether, the student loses his or her turn.

Other group members judge the sentences. Award one point for each correct sentence.

Set a time limit. At the end of the allotted time, the player with the most points wins.

Go around the room as students are playing, helping to judge the sentences.

OPTIONS / ALTERNATIVES (8–10 minutes)

Follow the rules above, but have the student tossing the coin form a question. The next player in the group must answer the question. Give one point for a correct question and one point for a correct answer.

UNIT 10 LESSON 1

Speaking Activity 1 GROUP WORKGROUP WORK Board game

Target Language Materials

Comparatives and superlativesOne copy of the worksheet (game board) for each group of students; a coin for tossing

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Top Notch 1, Third Edition LESSON PLAN 1

big

diffi

cult

comfor

table

cheapportablegood

lightexpe

nsivenice

popular

practicaleasy

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2 UNIT 10, SPEAKING ACTIVITY 1 Top Notch 1, Third Edition


Mime sweating and fanning yourself with a book. Say It’s too hot / warm in the classroom. It’s not cool enough.

Write on the board several pairs of adjectives; for example, young / old, small / big. Have students make sentences using the adjectives and too / enough.


Divide students into pairs. Give each pair a set of the fluency cards. Have students shuffle the cards and put them facedown.

Explain the task: Students take turns turning over a card and making as many sentences as he or she can, using too or enough to describe what is pictured on the card.

Award one point for each correct sentence. When the student can’t make any more sentences, the next student draws another card and continues.

When all the cards have been used, the student with the most points is the winner.


Have selected pairs share their sentences with the class.

Answer KeyAnswers will vary. Some possibleanswers:

1. The car is too noisy; too loud;not quiet enough.

2. The thief is too slow; not fastenough. The policeman is fastenough.

3. The radio is too big; too heavy;not light enough; not smallenough.

4. The chairs are too light; notheavy enough. The weather /day is too windy.

5. The ring is too small; not bigenough. The finger is too big;not small enough.

6. The coat is too big; not smallenough.

7. The movie is too boring; notinteresting enough.

8. The sauce is too hot; too spicy.

9. The water is too cold; not hot /warm enough.

10. The jacket is too expensive; not cheap enough.

11. The boy is too short; not tallenough.

12. The man is / got there too late. He didn’t get there early enough.


Too and enoughOne copy of the worksheet cut into 12 cards for each pair of students

UNIT 10 LESSON 2

Speaking Activity 2 PAIR WORKPAIR WORK Fluency cards

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1 2 3

4 5 6

7 8 9

10 11 12

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UNIT 10 LESSON 3

Speaking Activity 3 GROUP WORKGROUP WORK Discussion

Answer Key1. In Italy, you should tip a

restaurant server.

2. In New Zealand, you don’t have to tip a restaurant server.

3. In the United States, you should tip a taxi driver.

4. In Brazil, you don’t have to tipa taxi driver.

5. In Canada, you should tip a baggage porter.

6. In Australia, you should tip a baggage porter.

7. In Poland, you should tip thehotel maid.

8. In Australia, you should tip thehotel maid.

9. In the United Arab Emirates,you don’t have to tip the flightattendant.

10. In Korea, you don’t have to tipthe tour guide.

11. In Malaysia, you don’t have to tip the shoeshine person.

12. In Japan, you don’t have to tipthe coat check person.

13.–15. Answers will vary.


Tipping customs, should and don’t have to

One copy of the worksheet for each student


Write on the board should, don’t have to.

Ask students questions about tipping customs in this country. For example, ask Do you have to tip a bus driver in this country? Ask students to answer in a full sentence using either should or don’t have to. (For example, Yes. You should tip a bus driver. OR No. You don’t have to tip a bus driver.)


Put students in groups of three. Give each student a copy of the worksheet. Go over the occupations on the cards, reviewing or explaining unfamiliar occupations.

Explain that students are going to imagine themselves visiting each foreign country. They must decide in each situation whether or not to tip the person.

The first student chooses one of the occupations at random and makes a sentence about tipping in the country specified. If it’s a should sentence, the student circles the drawing; if it’s a don’t have to sentence, the student puts an ✗ over the picture.

If the next student agrees, he or she repeats the sentence. If not, he or she makes the opposing sentence. He or she then marks the square accordingly.

The third student does the same. Then the round is over.

Rotate the starting role and begin the next round.

When all the squares have been marked, have students review the Reading on page 116 in the Student’s Book to check their work.

Read the answer key aloud. Award one point for each correct answer. (You can either copy the answer key or make another copy of the picture page for each group, mark it with the appropriate ✗’s and circles, and distribute one to each group.)

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Italy / restaurant server

Brazil / taxi driver

Poland / hotel maid

Korea / tour guide

Canada / baggage porter

Australia / hotel maid

Malaysia / shoeshine person

(Your own country) /hairdresser

United States / taxi driver

Australia / baggage porter

United Arab Emirates /flight attendant

Japan / coat check person

1.

4.

10.

13.

2.

5.

11.

14.

3.

6.

9.

12.

15.

(Your own country) /theater usher

(Your own country) /fast-food server

New Zealand /restaurant server

7. 8.

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UNIT 10 LESSON 4


BargainingOne copy of the worksheet cut in half for each pair of students


Review the language for bargaining. Draw a rug on the board and write $250 next to it.

Model the activity with a more advanced student. You’re the customer and the student is the salesperson. Role-play bargaining for a lower price. For example: A: How much do you want for the rug? B: $250. A: That’s a lot more than I want to pay.

I can give you ($150). OR How about ($150)?

Continue the role play until both agree on a price.


Divide students into pairs. Give each student one half of the worksheet.

Explain the game: Students are furniture dealers. The prices they originally paid for the goods in their shops are listed below the pictures of the items.

Students take turns bargaining for the items on their I need lists. They each begin with $300 and must buy all the items on the list.

The seller must get more than the I paid price in order to make a profit. The point is to get as much profit as possible.

After the item has been sold, the seller writes down the selling price on the I got section. The seller then figures out his or her profit by subtracting the I paid price from the I got price to get the I made amount. The seller should also enter each I made amount in the right-hand column.

After all items have been bought / sold, players add up their profits to reach the total profits. The player with the most total profit is the winner.


After the game, have students compare their pictures, looking at the original price of each item and what they paid for these items.

Have students report on their purchases, saying I got a great / bad deal, I saved a lot of money, or I paid too much.

Speaking Activity 4 PAIR WORKPAIR WORK Information-gap discussion

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STUDENT A

STUDENT B

night table

I paid $30.

I got $__________.

I made $__________.

small rug

I paid $20.

I got $__________.

I made $__________.

dresser

I paid $40.

I got $__________.

I made $__________.

bed

I paid $120.

I got $__________.

I made $__________.

I need . . .small rug

bed

night table

dresser

I made: 1.

2.

3.

4.

TOTAL:

$__________

$__________

$__________

$__________

$__________

I need . . .floor lamp

armchair

large rug

TV table

I made: 1.

2.

3.

4.

TOTAL:

$__________

$__________

$__________

$__________

$__________

floor lamp

I paid $25.

I got $__________.

I made $__________.1.

armchair

I paid $100.

I got $__________.

I made $__________.2.

large rug

I paid $50.

I got $__________.

I made $__________.3.

TV table

I paid $35.

I got $__________.

I made $__________.4.

1. 2.

3. 4.

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Documents

Speaking Activity 1 GGROUP WORKROUP WORK Board game