Boosting Student Talk Time

Agenda

1. Dice
2. Beach Balls
3. Poker Chips
4. Elbow pipes
5. Scripts
Warm-up discussion

1. As teachers, how do you currently increase student talk

time in your classes?

2. What challenges do you face increasing student talk time?

3. As educators, what do you hope to get out of this session

today?
OUR PHILOSOPHY: WE HAVE TAUGHT IT,
BUT CAN THEY USE IT?

Most activities that we discuss today are intended as a fun way

to practice or drill content that has already been presented to
students before. Other techniques are intended to put students
in the driver’s seat to control turn taking, facilitate discussions,
and build community. Still others provide kinesthetic and tactile
elements to practice fluency in conversation or drill for
accuracy through repetition. The time that you spend on these
activities will depend on your group.
 ADVERB ROLL
Materials: 2 dice per student pair
Prep: 6 verb phrases and 6 adverbs

“Show me how to VERB + ADVERB”

“Great!”
“Not exactly.Try again, I know you can
do better.” ☺

Verb Phrases Adverbs

Cross the street Cautiously
Type on a keyboard Cheerfully
Answer the phone Strangely
Enter the classroom Sadly
Wave goodbye Loudly
Button up your shirt Calmly
 EXTENSION: CHARADES
One student acts out a verb + adverb
For the group:
“Can you guess what I’m doing right now?

“You’re verb-ing + adverb, right?”

“Right!”

“Not exactly. Let me show you again.”

 IN-AT-ON ROLL
• What were you doing _____ 2 + ____3 ?
1 + _____

Roll for a time: Add a time of day Add a day of the week

At 8:00 In the morning On Friday

At 9:30 In the afternoon On Saturday
At 1:15 In the evening On Sunday
At 11:45 At night On Monday
At 6:45
At 4:10

1 2 3
EXTENSION: WHILE
• A: What were you doing at 6:45 in the morning on
Sunday?
• B : I was doing the dishes at 6:45 in the morning on
Sunday.
• A : So, while you were ________ at _______ in_______
on________, I was ___________.
1. Roll dice to randomize target language
2. Chat link to students
3. Students roll to ask questions 6
choices
○ 6 question words
○ 6 days of the week
○ 6 adjectives
○ 6 modals
○ 6 connectors
○ 6 frequency adverbs

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adverbs of frequency
always eat
wear
usually drink
see
often smell
What do you… check
read
?
sometimes
do
hear
seldom have
buy
make
never
try
enjoy
10
= What

= Where Last Friday?

Saturday night?
eat
= Who… (with) Sunday morning?
did you drive
Monday afternoon?
study
= When read Yesterday?
write Last night?
= Why

= How much
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VERB TENSE CYCLE
Materials: One beach ball per
pair or small group

Partners stand up.

The teacher writes a word or
phrase on the board.
Partners take turns following the
verb tense cycle.
The focus here is on accuracy.
Students continue making
sentences with the same
word until the teacher changes it.
 Variation:
Put a Collocation or Phrasal Verb in the Middle

Every day I __________.

Right now I am __________.

Yesterday I __________.

to go out
So far today I have _________.

Tomorrow, I’m going to ____________

 Every verb tense goes with a time phrase
(with 3 verb tenses or 6 verb tenses)

Every day I __________.

Right now I am __________.

Yesterday I __________.
eat
(+ something)
So far today I have _________.

Tomorrow, I’m going to ____________

 Variation:
Put question forms around.

Are you going to _________ later?

Are you ___________

right now? Do you __________
Dic Eat
you ________
Lunch
Yesterday? every day?

Have you __________

Did you __________
yet today?
yesterday?
 Variation:
Put conditional structures around

If I have time tomorrow, I will _______.

Go grocery If I had time right now,

Shopping I would ____________.

If I had had time last night,

I would have __________.
EXTENSION: DISCUSSION QUESTIONS BASED ON
THE TARGET WORD IN THE MIDDLE
• Do you ever go out by yourself? Where do you go?
• Where have you gone out recently in Northampton? Why?
• Would you rather go out for a nice dinner or stay home and cook
a nice dinner? Why?
• Tall about the last time you went out by yourself.
• Who do you wish you could go out with more? Why?
 Handling Error Correction
• If their mistakes are structural about the target language and their group or partner is
unable to catch and correct them, step in.
• If their mistakes are pronunciation of one of the main words, step in.
• If their mistakes are mixed into additional content, word choice or grammar that they are
bringing to the table, capture the sentence with the mistake on an index card.
• At the end of the activity, give partner pairs their set of index cards with their mistakes to
read and correct together. After a few minutes, you can cycle through and check their
corrections or answer any questions that they have.
 BEACH BALL: CHOOSE YOUR OWN FOCUS
Tailor this to whatever you’re
working on in class now.
Number your beach ball.
Number your board.
The ideas on your board will
correspond with the numbers on
your beach ball.
Students will throw the ball and make questions about
this photo of the airport first. After a bit, the picture will
change to something new and they will continue.
SOME ILI FAVORITES:
POKER CHIPS: PRACTICE REJOINDERS

This poker chip activity focuses on active listening and turn

taking through the use of rejoinders. The poker chips show the
balance of the conversation as they physically touch.
 SAMPLE
QUESTION WHO CAN YOU COUNT ON?
Materials:
•3 poker chips per student.
•Questions for students to speak about. Sometimes we create
slideshows with rotating questions, or give them question
cards to work with. In each instance, they must give three
answers instead of only one.
•A short dialog on the board.
A asks a question
B gives 3 answers and says,
“What did I say?”
A says, “You said…right?”
FOLLOW UP QUESTION STACK
Students write 5 “Did you ____________?” Questions
Teacher corrects the questions.
Students work in pairs. Each student has 5 poker chips to play.
Each conversation will begin with one “Did you_______?” question.
Each conversation will continue with 4 follow-up questions.
Students can play a chip every time they ask or answer a question.
When they reach a stack of 10 chips, they can begin with a new question.
 GROUP SHARE AT THE END OF QUESTION STACK
(TEACHER CAN CORRECT ERRORS AS NEEDED.)
• What did you learn about your partner?
• I asked my partner if _____________________ and she said that ______________.
• Note: by reporting both questions and answers as daily sharing rituals, students get
regular practice with noun clauses and embedded questions. Once the teacher
introduces this grammar, student increasingly self-correct errors.
• Helpful phrases when group sharing: “I’ll go.” “That’s it.” “Who’s next?”
Tools for student presentations

Students prepare but may not practice.

1. Students hang up an index card with key words on the card

from their own presentation.

2. Practice speaking their keywords into a pipe.

3. Practice speaking the whole presentation into the pipe.

4. Include scripted elements in presentation.

a. “Before I begin, ________ I’m going to teach you three
important words.”
b. “Got it? Ready to move on?” (> “Got it. Let’s move on.”)
c. “Before I finish, let me ask you three quiz questions to make
sure you understand.”
WHAT WE LOVE:

• Flexible content tailored to language focus and student relevance

• Ritual form enhances student comfort and independence
• Active listening cultural and interpersonal skills
• Physical action kinesthetic and tactile engagement
• Repetition builds confidence and effectiveness
• Conversation balance
• Accuracy without compromising fluency
• Drill, drill, drill
Scripts
Keys to effective scripts:

1. Active jobs for both A and B speaker

2. Fixed grammar structures as foundation
3. Freedom to personalize and elaborate
4. Group and partner friendly
5. Varied repetition A Good morning, name. Today I’m in a good mood. This weekend was
awesome.
Benefits: B Really? What did you do?
1. Students share responsibility A After I finished class on Friday, I…
2. Community building On Saturday, I also…
By the time I went to bed last night, I…
3. Reinforce language points: Can you guess the lie?
a. Grammar forms B Hold on! Is it really true that ________________?
b. Vocabulary A Yes. It’s true. I’m not kidding! Try again.
Nope, you got me. I was just joking.
c. Useful phrases to recap, agree,
B Got it. Do you wish it were true?
disagree, respond, list, interrupt,
sympathize, guess, elaborate, 30
speculate, clarify, volunteer, etc.
Community building in scripts

Importance of..
1. Names:
Teacher to student
“So, name, what’s your take on the issue of x?”
Student to student:
“So, name, what’s your take on the issue of x?”
Student about other students
“I talked to name, and he/she said that…”
2. Turn-taking cues:
Volunteer: “I’ll go.”
Relay: “Who’s next?”
Recap: “You said/mentioned _________, right?”
Delay: “I can’t think of anything. Could you come back to me?” /
“Name, can you help me out?”
3. Rituals: warm-ups, games, scripts

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A
So, name, what did you do this weekend in terms of + NOUN?
B
Hmmm….. In terms of + NOUN, I (VERB2) because…
A
Nice! Why/where/when/what/how/…?
B
Good question. I…
So, name, what did you do this weekend in terms of + NOUN?
Scripts can be projected
on slides Jamboard-style
conversation

Or written on the board

Beach ball
dialogue
Guess what I would do if…

I had a billion dollars.

You ask, “If you had a billion dollars, would you…?
I answer, “Maybe I would ______. Maybe I wouldn’t.
Ask me another question.”
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Two truths and a lie

A Good morning, name. Today I’m in a good mood. This weekend was awesome.
B Really? What did you do?
A On Friday, I…
On Saturday, I also…
Yesterday, I…
Can you guess the lie?
B Hold on! Is it really true that ________________?
A Yes. It’s true. I’m not lying! Try again.
No, I was lying. Got it.
B Got it. Do you wish it were true?

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Two truths and a lie
A Good morning, name. Today I’m in a good mood. This weekend was awesome.
B Really? What did you do?
A By the time I went to bed Friday, I had (done something) because/so...
By the time I went to bed Saturday, I had (done something) because/so...
By the time I went to bed last night, I had (done something) because/so...
Can you guess the lie?
B Hold on! Is it really true that ________________?
A Yes. It’s true. I’m not kidding! Try again.
Nope, you got me. I was just joking.
B Good one. Do you wish it were true? Why or why not? Grammar: past perfect

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Wednesday warm-ups: two truths and a lie
A Good morning, name. What have you done so far this week?
B Thanks for asking. Let me think…
So far this week I have (done something) because/so/after/when…
So far this week I have (done something) because/so/after/when…
So far this week I have (done something) because/so/after/when…
Can you guess the lie?
B Hmmm… I don’t think it’s true that you have (done something). Am I right?
A You’re right! It’s not true that I have (done something).
Sorry! It’s actually true that I have (done something). Try again!
B Got it. Good one. Do you wish it were true? Why or why not?
A Yes, definitely. I wish I had (done something) because…
No, definitely not. I don’t wish I had (done something) because… Grammar: present perfect

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Two truths and a lie
A Hi, name. What have you been up to since our last class?
B Not much. It was nice to have a long weekend.
● On Friday...
● Saturday and Sunday...
● Yesterday...
Can you guess the lie?

A Is it really true that you…?

B Absolutely. It’s the truth! Try again.

Nope, you got me. I made that up.
A Good one. Do you wish it were true?
B Absolutely. I wish I could (do something) because...
Nope. I don’t wish I could (do something) because...
Grammar: call back to
A Let’s talk about other things we wish we could do. could from previous week

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Two truths and a lie

A Hi, name. So, what are you capable of doing?

B Hmmm… let me think.
First off, I’m capable of …
Plus, I’m capable of…
Also, I’m capable of …
Can you guess the lie?
A Woah, woah, woah….
Is it really true that you are capable of…?
B Absolutely. It’s the truth! Try again. Focus: capable of
Nope, you got me. I was pulling your leg.
A Got it. Good one! Do you wish you were capable of doing that? Why or why not?

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A Hi, name. So, could you tell me a little more about yourself?
B Sure. I’d love to.
First of all, I’m interested in (doing something) because/when/so...
On top of that, I’m passionate about (doing something) because/when/so…
Last but not least, I’m good at (doing something) because/when/so...
Can you guess the lie?
A Woah, woah, woah….
Is it really true that you…?
B Absolutely. It’s the truth! Try again.
Nope, you got me. I made that up.
Focus: adjective + preposition
A I see. Do you wish it were true? combinations besides capable of
B Definitely because…
Definitely NOT because...
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 at the beach
at work
at a
restaurant
on a road
at a park
at school
at home
at night
in a city
on TV
at a concert
on the bus
your idea!!!!
“I can hear something loud at ______ because…
Your classmate’s name
_____, where can you hear something loud?”
Teacher The word is _____________.
Class Got it _______ (repeat 5X)
Teacher Where does ______ go on the color
vowel chart?
Class It matches to ___________.
Teacher Right!
Not exactly. Try again.

Could somebody remind me, what does

_______ mean?
Student I’ll go! _______ means ...
_______ is when…
_______ is a synonym for…
_______ is the opposite of... new
sou
nd
Teacher Right!
Not exactly. Try again.

to be capable of (something)
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Role play #1: Schedule
Your situation: You and your team member have an
upcoming deadline and you need to decide on a time
to meet. You can choose a topic that’s serious or silly.

Your job: Use the following phrases to practice a

conversation with a partner. Add your own
information. Use your names. Switch roles and repeat.
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Person A “Good morning, name. Do you have a minute?”
Person B “Absolutely. I’ve been meaning to touch base.”
Person A “I was wondering when you wanted to get together to discuss
___________________? We really need to get the ball rolling.”
Person B “How would tomorrow at 9:00 work for you? I’m a little concerned
about how/when/where/why/who/etc._________________.”
Person A “Me too. Tomorrow at 9:00 works for me. How about we go over
how/when/where/why/who/etc.?”
Person B “Good idea. We might also want to look at ____________, OK?”
A and B “Sounds great! See you tomorrow at 9:00. ”
“Looking forward to it!”
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So/such + things
noun ideas
● a car
A Do you have a _______________ (noun)? ●
●
a house
a laptop
● a phone
● a plan
● a coat
B Yes, I do. It’s so ___________. (adjective) ●
●
a winter hat
a blanket
● a uniform
● a pair of gloves
● a ______ (singular
A Awesome. What makes your _______ (noun) noun)
so ______(adjective?)
adjective ideas
B It’s so ________ (adjective) because…
● awesome
● expensive
A Wow. It sounds like you have ● useful
● fast
such a/an ____ (adjective) ____ (noun)! ●
●
comfortable
interesting
Is it the truth or a lie? ●
●
exciting
warm
● stylish
● fun
B Actually, it’s totally true/not true! ● cool
● your ideas
Now let me ask you something.
 suggested verbs
Q What’s wrong?
travel
A I don’t have enough time (noun). exercise
play
Q Why is that a problem? watch
go to (a place)
A I can’t ____(verb) because I don’t have enough time.
study
It’s a problem because…
read
Q I see. So, you’re too busy to ________ (verb), right? cook
go swimming
A Yep, that’s right. spend time (with
What’s wrong with you? somebody)
your ideas
So/such + good time places
● the party
● the restaurant
A I hear you went to ____________(place) this weekend. ● the Holyoke Mall
Did you have a good time? ● the football game
● the concert
● the dance
B Yep, totally. ● Springfield
I had such a/an _____ (adjective for good) time. ● Boston
● New York
● California
A Really. What made it so _____________ (adjective)? ● your ideas

B It was really _________ (adjective) because… adjectives for good

● awesome
● terrific
A I see. Are you telling the truth?
● great
● amazing
B Absolutely, it’s true. ● wonderful
Actually, no. I was lying. ● fantastic
● fabulous
A Got it. Now ask me. ● pleasant
● delightful
 verb ideas

A How’s it going? ●
●
study
stay awake
● sleep
B Not great. I’m really sick. ● drive
● go out
● eat
● exercise
A Bummer. Why’s that a problem? ● make a phone call
● do homework
B I’m too sick to _________ (do something). ● help _____
(somebody)
It’s a problem because… ● talk to ______
somebody)
● clean the ______
A Got it. You can’t ________ (do something) ● watch _____
● go to ________
because you’re too____ (adjective), right? ● talk to ______
● your idea
● your idea
B Yep, unfortunately. ;-( ● your idea
How’s it going with you?
 suggested nouns:
money
Q What’s up? You seem bummed out. winter clothes
time
( = feeling bad, sad, disappointed = lunch
😟😢😞😩😦😬) energy

your ideas
A I don’t have enough __________ (noun).
suggested verbs
Q Bummer. Why’s that a problem?
travel (somewhere)
pay for (something)
A Because I don’t have enough __________ (noun), make (something)
I can’t verb ____________ (verb). study
relax
That’s an issue for me because… purchase ( = buy)
travel
exercise
Q I see. You wish you had more __________ (noun) play
so that you could ____________ (verb), right? watch
read
cook
A Yep, that’s right. go swimming
What’s up with you? You seem bummed out. spend time (with somebody
your ideas
 suggested nouns:
the coffee
Q Did you like the ________________ (noun)? the joke
the book
the hotel
the game
A No, I didn’t like it/them. Not at all! the movie
the snacks
the people
Q You didn't? Why not? the bus
your ideas
A It wasn’t/they weren’t _________ (adjective) enough.
It bothered me because…
suggested adjectives:
Q I see. So, you wanted it/them to be
sweet (sweeter)
_________________ (comparison adjective), right? interesting (more interesting)
funny (funnier)
A Yep, that’s right. clean (cleaner)
Did you like the ______________ (new noun)? friendly (friendlier)
comfortable (more comfortable)
spicy (spicier)
bother = annoy = bug big (bigger)
= make me feel bad/annoyed/mad/unhappy = your ideas
😟😠😡😢😞😩😦😬
 suggested nouns:
money
Q What’s up? You seem bummed out. winter clothing
time
( = feeling bad, sad, disappointed = lunch
😟😢😞😩😦😬) energy
your ideas

A I don’t have enough __________ (noun).

suggested verbs
Q Bummer. Why’s that a problem?
travel (somewhere)
pay for (something)
A Since I don’t have enough __________ (noun), make (something)
I can’t verb ____________ (verb). study
relax
That’s an issue for me because… purchase ( = buy)
travel
Q I see. You wish you had more __________ (noun) exercise
play
so that you could ____________ (verb), right? watch
read
cook
A Yep, that’s right. go swimming
What’s up with you? You seem bummed out. spend time (with somebody
your ideas
 suggested nouns:
the coffee
Q Did you like the ________________ (noun)? the joke
the book
the hotel
the game
A No, I didn’t like it/them. Not at all! the movie
the snacks
the people
Q You didn't? Why not? the bus
your ideas
A It wasn’t/they weren’t _________ (adjective) enough.
It bothered me because… suggested adjectives:

Q I see. So, you wanted it/them to be sweet (sweeter)

_________________ (comparison adjective), right? interesting (more interesting)
funny (funnier)
A Yep, that’s right. clean (cleaner)
Did you like the ______________ (new noun)? friendly (friendlier)
comfortable (more
comfortable)
bother = annoy = bug spicy (spicier)
= make me feel bad/annoyed/mad/unhappy = big (bigger)
😟😠😡😢😞😩😦😬 your ideas
 One-minute speech adjectives:
Step 1: Choose three activities and one adjective.
important
interesting
Step 2: Add -ing to the verb.
enjoyable
relaxing
Step 3: Choose the comparison (more) and superlative (most)
educational
useful
Step 4. Write your speech. Here is an example:
easy
helpful
I’m going to give my opinion about three activities that are healthy.
difficult/hard
They’re all healthy but not exactly the same.
exciting
good way (to do
● Riding a bike is healthy because/when…
something)
your idea
● However, playing basketball is healthier than riding a bike because/when…

● At the end of the day, swimming is healthier than playing basketball or riding a bike.
In other words, swimming is the healthiest because/when…

What did I say?

After speaking with a partner, each student reports to the group or a new
partner.

I’ll go. I spoke with name and found out that…

Is that right, name?

You’re next, name.

While chatting with name I found out that..., right?

You’re next, name.

During my conversation with name I found out that..., right?

You’re next, name.

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In our discussion, my partner name and I came up with a good idea. We think that...

Name, what did you come up with?

While brainstorming, my partner name and I talked about….

Name, what did you talk about?

During our discussion, my partner name brought up an interesting point.

Name, what topics did you guys bring up?

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Student as teacher
Teacher: Who can explain the difference between fun and funny?

Student. I’ll take this one.

The important thing to remember is…
Can anybody give an example of funny?

Student. I’ll try.

An example might be when...
Name, can you give an example of fun?

Student. I’m not sure.

Give me a minute to think.
Name, can you come back to me?

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Student as teacher

Teacher: We just read about medical breakthroughs. Tell me one thing you learned about the latest
technology used by doctors in hospitals.

Student. I’ll go first.

One thing I learned is...
Name, what’s one thing you learned?

Student. Let me think.

I learned that...
Name, what’s one thing you learned?

Student. I’m not sure.

Give me a minute to think.
Name, can you come back to me?
57
Student as teacher

Teacher: I just said a few words about the simple present verb tense. Who can explain one grammar
point that you understand from what I said.

Student. I’ll go first.

One takeaway for me...
Name, what’s one thing you learned?

Student. Let me think.

One takeaway for me is...
Name, what’s one thing you learned?

Student. I’m not sure.

I need a minute to gather my thoughts.
Name, can you come back to me?
58
Vocabulary review midway through a unit on medical breakthroughs.

Teacher begins by modeling:

One of my favorite words so far this month is _______.
Let’s practice pronouncing it. Repeat after me:_______. One more time: ________. Great!
I think the word is important because… Got it? So far so good?
It’s relevant to the topic of medical breakthroughs because… Make sense?
It’s useful in everyday life because… OK? Great. Thanks.
So, name, what’s your favorite word?

Students take the baton and relay:

Well, your favorite word is ___ because…., right? Awesome.
One of my favorite words so far this month is _______.
Let’s practice pronouncing it. Repeat after me: _______. One more time: ________. Great!
I think the word is important because… Got it? So far so good?
It’s relevant to the topic of medical breakthroughs because… Make sense?
It’s useful in everyday life because… OK? Great.
So, name, what’s your favorite word?
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Vocabulary review after working with any text / video clip / presentation idea.

Teacher begins by modeling:

Let’s look at our list of vocabulary words connected to the topic of ____________________.
The first word that I want to discuss is ______________.
Let’s practice pronouncing it. Repeat after me: _______. One more time: ________. Great!
The word is important because… Got it? So far so good?
It’s useful in everyday life because… OK? Super. Thanks.
Name, can you make an example sentence with the word ___________?
So, name, what’s the next word that we should talk about?

Students take the baton and relay:

Let’s look at our list of vocabulary words connected to the topic of ____________________.
The first word that I want to discuss is ______________.
Let’s practice pronouncing it. Repeat after me: _______. One more time: ________. Great!
The word is important because… Got it? So far so good?
It’s useful in everyday life because… OK? Super. Thanks.
Name, can you make an example sentence with the word ___________?
So, name, what’s the next word that we should talk about?
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 https://flipsimu.com/dice-roller/
= What

= Where Last week?

Last Friday?
= Who… (with)
Saturday night?
did you read Sunday morning?
= When
Yesterday afternoon?
= Why Last night?
This morning?
= How much/many

61
 https://flipsimu.com/dice-roller/
= headache

= stomachache

= backache
Doctor last name What should I do?
I have a... = sore throat

= runny nose

= a blister on my heel

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 = 9:15 Friday morning
Friday afternoon
Friday evening
= 10:45 Friday night

Saturday morning
= 12:30 Saturday afternoon
What were you doing at...? Saturday evening
Saturday night
?
= 2:15
Sunday morning
Sunday afternoon
Sunday evening
= 4:05 Sunday night

Yesterday morning
Yesterday afternoon
= 6:45 Yesterday evening
Last night

63
 = 9:15

= 10:45

= 12:30 in the morning on Friday

What were you doing at… in the afternoon
in the evening
?
on Saturday
on Sunday
?
= 2:15

= 4:05

= 6:45

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 = 9:15
Friday morning
Friday afternoon
= 10:45 Friday evening
Friday night

= 12:30 Saturday morning

What were you doing at...? Saturday afternoon
Saturday evening
?
= 2:15 Saturday night

Yesterday morning
Yesterday afternoon
= 4:05 Yesterday evening
Last night

= 6:45

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 = 8:15

= 9:45
This morning
= 1:45 Yesterday afternoon
What were you doing at...?
Yesterday evening ?
= 2:15 Last night

= 4:05

= 6:45

66
 eat
drink
= always watch
listen to
read
= usually
write ?
What do you... = frequently do
think about
= occasionally dream about > Wow! Me too.
cook I’m the same because…

= rarely clean
send > Interesting!
= never receive I’m different because…

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 https://flipsimu.com/dice-roller/
interesting

frightening
did.
saw.
boring read.
that you
Tell me something heard.
frustrating ate.
experienced.
interested
amusing frightened
bored
So, in other words, you were frustrated when you...
amused
relaxing relaxed

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 https://flipsimu.com/dice-roller/

thrilling

startling
did.
saw.
tedious read.
that you
Tell me something heard.
aggravating ate.
drank.
experienced.
entertaining
thrilled
startled
bored
soothing So, in other words, you aggravated when you...
were/are entertained
soothed

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transitive verbs https://flipsimu.com/dice-roller/

distract

excite people
you
exasperate neighbors
Tell me something that can travellers
comfort students
employees

inspire
distracted
excited
irritate exasperated
when...
So, in other words, people are comforted
inspired
irritated
70
transitive verbs
discuss with
a classmate
a coworker
explain to a spouse
a significant other
give to a partner
a neighbor
Tell me something that you can
a librarian
get from
a friend
a parent
learn from a teacher
your idea

share with
My thoughts exactly. It’s totally true when/because...

I suppose it’s true sometimes.

However, other times it’s not true when/because...
71
transitive verbs
remind somebody about

teach somebody about a classmate

a coworker
a spouse
help somebody with
a significant other
Tell me something that you can a partner
ask somebody for a neighbor
a librarian
a friend
thank somebody for
a parent
a teacher
your idea
invite somebody to
My thoughts exactly. It’s totally true when/because...

I suppose it’s true sometimes.

However, other times it’s not true when/because...
72
transitive verbs
listen to

worry about

plan on
?
What’s something that you
believe in

cope with

wish for Me too because...

Not me because...

73
transitive verbs
have listened to

have worried about

have thought about

recently ?
What’s something that you
have argued about

have dealt with

have wished for Me too because...

Not me because...

74
phrasal verbs
have thrown away

have worked out

have taken off

recently ?
What’s something that you
have written down

have put on

have put away Me too because...

Not me because...

75
transitive verbs
think about

argue about

dream about
?
What’s something that you
know about

care about

worry about Me too because...

Not me because...
76
noncount nouns
information

advice

furniture
What’s one piece of... that’s important to you and why?
equipment

news

knowledge

B: To recap, you said that...

77
Series of slides from a Dr. Seuss lesson with scripts large and small that
show:

1. Turn taking
2. Students in the driver’s seat
3. Vocabulary practice in dialogue
4. Short presentations
5. Recycling a warm-up script with the phrase “in terms of”

78
Are you familiar with any of these books or
movies?
“Yes, I’m familiar with… because...”
“No, I’m not, but they remind me of…”
I’ll go!
Who’s next?

79
Can you guess information about Dr. Seuss?

Say sentences using any of these words.

You have a minute to think.

• children
• an author (= a writer)
• an artist (= an illustrator)
• to draw (= to illustrate)
• to write
• books
• cartoons
• be colorful
• be funny (= ha ha)
• Your idea
“Based on the pictures, I think he…
Who’s next?”
This is the Dr. Seuss museum in Springfield.
Have you and your family ever been to this place? If not, what similar
places have you visited? What did you do there?

I’ll go!
Who’s next?

81
Pre-discussion questions.

1. The Lorax is the creature with the big mustache.

What is he trying to do?
2. Who do you think is holding the ax? What do they
want? Why?
3. How do the animals behind the tree feel? Why?
4. Can you guess how the book The Lorax is connected
to the topic of the environment?

an
I’ll take the question that says, “….” ax

I think…
Any other thoughts?
(Help me out guys!) The Lorax
Should we move on?
Who’s next?
82
Going over answers
A I’ll take the question that says…
To the best of my knowledge, the answer is…
What do you guys think?
B I think that’s right. Let’s move on.
I’m not sure. What does everyone else think?
A Sounds good. Should we move on? Who’s next?

1. Define deforestation. Why is it a problem?

2. What are the leading causes of deforestation? Why do you think that is?

3. Why does the reading mention coffee and tea?

4. What two reforestation methods are mentioned? How do they work?

5. The subtitle of the article says “Do we need a clear-cut plan?”

Explain the double meaning of “clear-cut” and how the subtitle is a clever play on words. 83
Use the vocabulary

A I can go first. I think the word ________ goes with the picture because…
So, name, which words do you think go with the picture?
B Hmmm….. I think the word _______ goes with the picture because…
Make sense?
A Sure. In other words, you’re saying that… right?
B Right!
So, name, which words do you think go with the picture?

the environment
consumerism
morals (= ideas about right and wrong)
political
climate change
84
Post-discussion #1 (with script)

A So, name, what do you care about?

B I care about ____ because….

Do you care about that too? Share:
A Absolutely, because...
Not really, because... I found out that my partner
B Got it. NAME cares about…
A What are you against?
B I’m against…
I found out that my partner
Are you also against that? NAME is against…
A Absolutely, because...
Not really, because…
Ask me what I care about and what I’m against.

85
 Two-minute talk NOUNS

deforestation
I have a few thoughts about the topic of the
environment. reforestation
consumerism
First, in terms of NOUN… loss of habitat
Next, in terms of NOUN… global warming
morals
Finally, in terms of NOUN… carbon emissions
climate change
restrictions
What did I say? clear-cutting
impact
destruction
Your idea
86
Wrap-up

Here’s a tool we did not talk about.

How do you think a class could use an abacus as a tactile tool, like poker
chips, dice, or balls?

What scripts might go along with an abacus activity?

87
Thank you for joining today!