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ESL Activities for Practicing Question Formation

Alyson OShea

Introduction: These activities are all based on questions. The t !es of questions addressed include "h# questions$ es%no questions$ and truncated questions. The activities address different as!ects of question formation. Some activities focus on form$ such as sub&ect#o!erator inversion$ formation "ith the co!ula be$ and formation "ith the o!erator do. 'ther activities focus on the meaning of question "ords. Still others focus on the use of question "ords in conte(t. Some activities include a combination of form$ meaning and use. A fe" activities also hel! students !ractice fluenc and intonation. The length of the activities varies from ) minutes to an entire class !eriod. These activities are intended for an intermediate level ESL class of oung adults to adults. *o"ever$ the activities can easil be modified for use "ith different levels and ages of learners. As a caveat$ these activities should be used in con&unction "ith a lesson. The should not be used to teach a ne" conce!t about question formation$ but rather should be used to !ractice and reinforce s+ills the students have studied in the lecture. Therefore$ the activities "ill most li+el require some ad&ustments to ma+e them a!!ro!riate for each !articular conte(t and lesson. The activities are !resented in an order in "hich the might be taught. In general$ the sim!ler activities are at the beginning$ and the activities become more com!le( to"ards the end of the list. Also$ the activities that cover es%no questions are to"ards the beginning$ follo"ed b "h#questions$ and finall those activities that include a mi(ture of the t"o. Those activities that focus on form tend to be first in each section$ follo"ed b those focusing on meaning$ and ending "ith those focusing on use. I begin first "ith an activit that introduces students to the different t !es of questions and their form$ meaning$ and use. This activit does not require the

students to !roduce questions$ merel recogni,e them. Its intent is to get students thin+ing about ho" questions are formed$ "hat the mean$ and "h the are used. Activity #1: Questions in a Song Time: -.) minutes Form$ /eaning$ and 0se S+ills: 1ece!tive s+ills$ identif ing questions and e(amining them Pla a song that contains man questions. Some e(am!les include 23lo"in4 in the 5ind6 b 3ob 7 lan and 2Someda 5e4ll 8no"6 b the 9e" 1adicals. The students should listen for the questions in the song. The should +ee! a tall of the t !es of questions the hear. Are there es%no questions or a "h#questions: Are there an truncated questions: Are the questions ans"ered: Are there an rhetorical questions: 5hat is the !ur!ose of using questions in a song: 7id the questions use rising intonation: Pla the song a fe" times to give students a chance to ta+e note of all the questions. After the students have offered some comments$ hand out the l rics to the song so the can have visual in!ut as "ell. *ave a class discussion about their findings. Activity #2: Flannelboard Time: -;< minutes Form S+ills: !racticing sub&ect o!erator inversion "ith es%no questions in various tenses =once the students have mastered the basic es%no questions strategies$ o!erator do and negatives can be !racticed as "ell> *ave a large flannelboard "ith "ords and !unctuation. Sho" the class ho" to form sentences "ith the "ords. /a+e an e(am!le sentence in !resent !rogressive li+e: 2?ohn is reading the boo+.6 Then sho" students ho" to invert the sub&ect and o!erator and change the !eriod to a question mar+ to ma+e the sentence 2Is ?ohn reading the boo+:6 Provide several e(am!les$ then have some students volunteer to come u! and ma+e their o"n sentences in !resent !rogressive. After the students have mastered these transformations$ more advanced transformations can be !racticed. For e(am!le$ the students can !ractice sentences "hich require the addition of the o!erator do: 2?ohn read the boo+.6 27id ?ohn read the boo+:6 The students can !ractice using different tenses or changing the tenses of !reviousl formed questions. The activit ma be revisited "hen students learn to use negatives in sentences. For e(am!le$ 2?ohn read the boo+.6 27idn4t ?ohn read the boo+:6

Activity #3: Surveys Time: -.) minutes Form S+ills: !racticing formation of questions "ith !resent tense o!erator do and res!onding to these questions Put the students in !airs. @ive each student a surve consisting of a!!ro(imatel .< questions. There are t"o different surve forms$ A and 3. /a+e sure each student in a !air has a different

surve form. The surve s could contain questions related to a theme covered in class$ or more general questions about students4 bac+ground$ interests$ hobbies$ or habits. Each surve has slightl different questions to !revent redundanc "hen the students as+ each other the questions. There are also some blan+s at the bottom of the surve sheets for the students to come u! "ith three of their o"n questions to as+ one another. 5hen ans"ering the questions$ the students should focus on using the o!erator do and correct sub&ect o!erator inversion for question formation. Since the focus is on the questions$ it is not necessar for the students to ans"er in com!lete sentences. See Appendix A for an e(am!le surve form.

Activity: #4: Find someone w o! Time: -)#.< minutes Form S+ills: !racticing question formation of es%no questions "ith o!erator do and co!ula be The students must find someone in the class "ho fits each of the descri!tions illustrated in the handout. The handout should contain .<#;< questions. /a+e sure the questions contain vocabular the students +no" and are li+el to be a!!ro!riate to the students in our conte(t. 5hen the find a student "ho fits the descri!tion$ that student "ill "rite their initials on the line ne(t to the descri!tion. *o"ever$ the should onl initial the line if the as+er has as+ed "ith a correctl formed question. @ive the students a time limit =)#.< minutes>. See Appendix " for an e(am!le sheet.

Activity ##: S ort Story $ anges Time: -A< minutes /eaning S+ills: es%no question formation "ith co!ula be$ o!erator do$ and the negative /a+e u! a short stor and read it to the class. The students should listen intentl to the events that ha!!en in the stor . 1ead the stor again$ but change a fe" of the details. Students should as+ focused es%no questions about the details that "ere changed. The should as+ questions in the format 25asn4t itB:6 and 27idn4t sheB:6 @ive students some time to ma+e u! their o"n stories and !ractice "ith their classmates. See Appendix $ for an e(am!le stor .

Activity #%: &oss a "all Time: -.<#.) minutes Form S+ills: !ractice es%no question formation "ith co!ula be and o!erator do and develo! fluenc *ave students as+ each other questions to get to +no" one another and !ractice question formation and fluenc . The students should arrange their des+s%chairs so the are sitting in a circle facing each other. 'ne student as+s a es%no question of another student and thro"s them a ball. The student "ith the ball ans"ers the question then thro"s the ball to another student and as+s them a question$ and so on. The students ma as+ an question the li+e of an other student. Cou might "ant to "rite some to!ics on the board in case students have difficult

thin+ing of a question. Some e(am!le to!ics include: academic ma&ors$ hobbies$ favorite foods$ famil $ etc.

Activity #': (uess ) o Time: -.)#;< minutes Form S+ills: !ractice the formation of es%no questions "ith co!ula be and o!erator do This is a board game manufactured b /ilton 3radle . It is for t"o !eo!le =or could be t"o teams of t"o in the classroom.> There are ;D cards "ith cartoons of different !eo!le on them. Each !la er !ic+s one card and !laces it on their board. Each of the boards contains all ;D !eo!le$ "hich are on cards that can be fli!!ed u! or do"n. At the start of the game$ all of the cards are fli!!ed u! so that the !eo!le can be vie"ed. The ob&ect is to guess the identit of the o!!onent4s card. The !la ers ta+e turns as+ing each other es%no questions about their o!!onent4s card. 5hen the ans"er to a question eliminates certain cards$ those cards are fli!!ed do"n. 5hoever guesses the other4s identit first "ins. The !la ers might as+ questions such as the follo"ing: 27oes our !erson have red hair:6 2Is our !erson a "oman:6 27oes our !erson "ear glasses:6

Activity #*: 2+ Questions Time: -;< minutes Form S+ills: !racticing the formation of es%no questions "ith the co!ula be 'ne !erson =the teacher ma "ant to begin to !rovide the students "ith a model> thin+s of a noun. The noun should be something that ever one +no"s. The !erson must tell the class if the noun is an animal =including humans>$ vegetable =an living non#animal>$ or mineral =an thing inanimate>. The students must then as+ es%no questions to determine "hat the noun is. The ma use ;< questions to guess the ans"er. /ost questions should use the be co!ula$ although other forms of es%no questions are also acce!table. The student "ho guesses the ans"er "ins$ or if no one guesses correctl $ the !erson ans"ering "ins. The student "ho "ins ma then thin+ of the ne(t item. If$ for e(am!le$ the ans"er is an animal$ students might as+ questions such as the follo"ing: Is it large: Is it fast: Ean it fl :

Activity #,: -a.ing /e0uests Time: -.< minutes 0se S+ills: !ractice using es%no questions "ith modals to ma+e !olite requests. @ive students a sheet that lists some modals that can be used "hen ma+ing requests. The sheet should also include some suggestions of verbs the students can use "hen ma+ing requests of their classmates. See Appendix 1 for an e(am!le sheet. The sheet is onl intended as a reminder%revie" for the students to hel! them as the begin the assignment. Put the students in !airs and have them !ractice ma+ing requests of each other. The !artner should onl grant the

request if it is as+ed !olitel . If not$ the student ma refuse the request. The students can use the e(am!les given on the sheet to develo! requests$ or the can come u! "ith their o"n as "ell. Activity #1+: 2ocabulary )ords Time: -)#.< minutes 0se S+ills: !ractice using "h#questions and vocabular "ords @ive each student a card "ith a vocabular "ord and definition. The students go around the room and as+ each other questions about their "ords. Students should focus on the correct formation and use of their questions. The might as+ questions li+e 25hat is our "ord:6 2*o" do ou s!ellFFFF:6 and 25hat does FFFFmean:G

Activity #11: -atc ing Questions and Answers Time: -.) minutes /eaning S+ills: !ractice as+ing "h#questions and associating the question "ords "ith their meanings 'n a sheet of !a!er$ "rite do"n as man "h#questions as there are students in our classroom. 5rite the ans"ers ne(t to the questions. The questions can !ertain to a !articular to!ic covered in class or use a form that has been recentl taught. Eut the sheet in t"o$ "ith the questions on one side and the ans"ers on the other. Eut a!art the individual questions and ans"ers as "ell. /i( u! the questions and ans"ers. *ave each student ta+e one question and one ans"er sheet. The students must go around the room and as+ their question of other students until the find the student "ith a matching ans"er. Allo" all students to match their questions and ans"ers. See Appendix 3 for some e(am!le questions and ans"ers.

Activity #12: 4itc en (adgets Time: -.)#;< minutes Form S+ills: !ractice ma+ing "h#questions "ith the be co!ula The teacher should bring several bags of miscellaneous +itchen utensils. Include both common and more unusual items in the bags. Put the students in grou!s of three or four and give each grou! a bag of utensils. The students should ta+e turns !ulling an item out of the bag and as+ing their grou! mates$ 25hat4s this:6 25hat4re these:6 and%or 25hat is this used for:6 If no one in the grou! +no"s the name of the item or "hat it is used for$ the can as+ other grou!s. 'nce the have identified all the ob&ects in the bag the should teach the names of their items to another grou!. If there are an gadgets none of the students +no"s$ the students can as+ the teacher "hat the items are.

Activity #13: 5n6o (ap Time: -.<#.) minutes /eaning S+ills: !ractice as+ing "h#questions to obtain certain ans"ers

Pre!are t"o sheets for this activit $ Sheet A and Sheet 3. 3oth sheets have a chart "ith some information filled in. *o"ever$ there are some blan+s in the chart. The o!!osite chart has the ans"ers to the blan+s on each sheet. Put the students in !airs and give one student in the !air Sheet A and the other Sheet 3. The students should as+ "h#questions to fill in the blan+s in their charts. The students might as+ questions such as$ 25ho is from 1ussia:6 or 25hat is ?ose4s hobb :6 See Appendix F for t"o e(am!le sheets.

Activity #14: 7eopardy Time: -D) minutes Form and /eaning S+ills: !ractice as+ing the "h#questions who and what "ith the co!ula be 5rite several categories on the board$ and the !oint levels .<<$ ;<<$ A<<$ D<<$ and )<< under each categor . The categories should not contain difficult questions%should contain information that has alread been covered$ since the focus of the activit is on question formation. The teacher has the ans"ers for each categor and !oint level. Put the students in grou!s of three or four. 'ne team chooses a categor and !oint level. The teacher reads the ans"er$ and the team "ho raises their hands first ma !rovide the question. If the are incorrect$ the lose the !oints$ and if the are correct the gain the !oints. The students must ans"er in the form of a question to receive !oints. 8ee! trac+ of the !oints on the board. See Appendix ( for an e(am!le categor "ith ans"ers.

Activity #1#: Questions about a Statement Time: -) minutes Form S+ills: !racticing the formation of "h#questions and es%no questions 5rite a statement on the board. The statement can be about an thing$ real or absurd. @et the students to thin+ u! as man questions about the statement as the can. For e(am!le$ a statement might be 2The moon is made of green cheese.6 Students could then come u! "ith questions li+e$ 25h is the moon made of green cheese:6 2*as the moon al"a s been made of green cheese:6 2Is it light or dar+ green cheese:6 25hat t !e of cheese is it:6 2*o" "as it made:6 25hat does the cheese taste li+e:6 etc. The class ma also tr to ans"er the questions.

Activity #1%: 8oetry Time: -.)#;< minutes

Form

S+ills: !ractice intonation and grammatical form of questions Introduce the students to !oetr that uses questions. @ive the students a sheet containing several such !oems$ and read a sam!le !oem aloud. As+ the students to !a attention to the formation of the questions and the intonation. 3riefl discuss the meaning of the !oem. *ave the students re!eat each line after ou. Then have one half of the class read the question lines$ and the other half the ans"ers. After that$ !ut the students in !airs "here one student as+s the question and the other ans"ers it. See Appendix 9 for some e(am!le !oems. Activity #1': Follow:up Questions Time: -A<#D< minutes Form S+ills: students visuall and aurall connect the form of es%no questions "ith that of "h# questions The teacher as+s a student a es%no question. After the student ans"ers$ the teacher as+s a follo"#u! question. The teacher then follo"s#u! "ith several more questions. The teacher should !rovide visual reinforcement as "ell. The teacher can "rite the questions on the blac+board or the overhead !ro&ector. 7ra" an arro" connecting one question to the ne(t so that students can see ho" to the formation is similar across different t !es of questions. 'nce the students have become familiar "ith the !rocess$ the ma begin as+ing each other questions. The teacher ma need to assist the students at first. The teacher can assist b suggesting "hat the follo"#u! question should be. See Appendix 5 for some e(am!les. Activity #1*: /ole 8lays Time: -.<#.) minutes 0se S+ills: !ractice the use of truncated questions$ !articularl truncated "h#questions Put students in small grou!s of t"o#four !eo!le. @ive each grou! a role !la situation that "ould include the use of truncated "h#questions. For e(am!le$ the students might be a grou! of friends tr ing to decide "hat to do later. The could as+ questions li+e$ 2*o" about a movie:6 25ant to get dinner:6 and 2*o" about ou:6

Activity #1,: 5nterviews Time: -A< minutes 0se S+ills: !ractice using "h#questions and es%no questions in an intervie" situation Put the students in !airs. 'ne !erson "ill be intervie"ing the other !erson for a &ob. @ive each student a sheet "ith a different occu!ation and some e(am!le questions. The students should come u! "ith several of their o"n questions as "ell. The intervie"ee can ma+e u! their ans"ers. After the intervie"ee ans"ers all the questions$ the students can s"itch roles so that each student has a turn to as+ questions. See Appendix 7 for an e(am!le intervie" sheet.

Activity #2+: As.ing 1irections Time: -.)#;< minutes 0se S+ills: !ractice using es%no and "h#questions to as+ for directions Put the students in !airs. @ive each student a ma! "ith a 2 ou are here6 mar+er and a destination mar+er. @ive their !artner a card "ith the name of the matching destination on it. Each student must as+ their !artner for directions. *o"ever$ the !artner "ith the ma! cannot give directions$ but can onl res!ond to questions. The should not sho" the other student the ma!H After the student has reached their destination$ the other student can as+ for directions. For e(am!le$ Student A has the ma! and Student 3 has the destination card. See Appendix 4 for the matching ma!. Student 3: I4m tr ing to get to the librar . Ean ou give me directions: Student A: Sure. Student 3: 7o I turn right first: Student A: 9o$ go straight. Student 3: '+$ after I go straight$ do I turn left: Student A: Ces$ go straight for one bloc+ and then turn left. Student 3: 5hat do I do ne(t: Student A: After ou turn left$ go straight for t"o bloc+s. Student 3: Should I turn left: Student A: 9o$ then turn right. Student 3: 5hat should I do ne(t: Student A: @o straight for three bloc+s. Then ou "ill reach the librar . Student 3: 5ill the librar be on m left: Student A: 9o$ the librar "ill be on our right. Student 3: Than+ ouH

Activity #21: Alibis Time: -D) minutes /eaning and 0se S+ills: !ractice as+ing "h#questions =and !ossibl es%no questions> to determine the veracit of sus!ects4 statements E(!lain the conce!t of an alibi to the students. Invent a crime$ and "rite the t !e$ location$ and time on the board. For e(am!le$ ma be the crime "as that &e"elr "as stolen from a local &e"elr store last night. Put the class into grou!s of about four students. As+ one grou! to volunteer to be the sus!ects. The other students "ill be the detectives. @ive the sus!ects an alibiI last night the all "ent to see a movie in a theater that is far a"a from the &e"elr store. The sus!ects ste! outside for a fe" minutes to discuss the details of their alibi "hile the other students thin+ of questions to as+ them. The detectives might as+ questions li+e$ 25hat "as the movie ou sa":6 25hich movie theater did ou go to:6 25hen did the movie start:6 Then the sus!ects come bac+ into the room and are intervie"ed b each grou! of detectives. The

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detectives must tr to find holes in the sus!ects4 alibis. The can intervie" each sus!ect individuall to see if their alibis match u!. After each grou! of detectives has intervie"ed each sus!ect$ the class comes together to see if the alibis match. If the alibis do match$ then the sus!ects are cleared of the crimeI if not$ the are charged for the crime.

Activity #22: ) ose line is it anyway; Time: -A< minutes 0se S+ills: !ractice using es%no and "h#questions in a fluent manner Students must act out a scene using only questions. @ive the students a setting$ such as in a restaurant. 'ne student "ould act as the "aiter and the other as the customer. The "aiter might sa $ 25hat "ould ou li+e:6 Eustomer: 25hat do ou have:6 5aiter: 27o ou li+e fish:6 Eustomer: 25hat +ind of fish:6 etc. The students should continue until one student uses a statement or can4t thin+ of a question. Then it is the ne(t !airs4 turn. @ive the students a time limit to thin+ of a question$.< seconds for e(am!le. If the can4t come u! "ith a question in that length of time$ it is the ne(t !erson4s turn.

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Appendix A Surve Form A .. ;. A. D. ). J. K. L. M. 7o ou li+e to run:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou eat brea+fast ever da :FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou s!ea+ English "ith our friends:FFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou !la an instrument:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou li+e to coo+:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou have a &ob:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou have a !et:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou li+e to "atch s!orts:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF 7o ou o"n a bic cle:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

.<. 7o ou drin+ coffee:FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF ... FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF .;. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF .A. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

Appendix " Find Someone 5hoB .. Find someone "ho li+es to coo+. FFFFFFFFFF

;. Find someone "ho has a birthda in the summer. FFFFFFFFFFF A. Find someone "ho !la s !iano. FFFFFFFFFFFF D. Find someone "ho has a !et. FFFFFFFFFFF ). Find someone "ho +no"s more than t"o languages. FFFFFFFFFFF J. Find someone "ho is an onl child. FFFFFFFFFFF K. Find someone "ho is good at math. FFFFFFFFFF

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L. Find someone "ho has a birthda in the same month as ou. FFFFFFFFFF M. Find someone "ho li+es roller coasters. FFFFFFFFFFFFF .<. Find someone "ho gre" u! on a farm. FFFFFFFFFFF

Appendix $ Stor .: A man "al+ed out the front door and tri!!ed over his son4s "agon. *e scolded his son and told him to !ut the "agon in the garage. The bo did this. A "hile later$ the man "ent into the garage and tri!!ed over his son4s "agon again. Stor ;: A man "al+ed out the bac+ door and ti!!ed over his son4s bic cle. *e scolded his son and told him to !ut the bic cle in the shed. The bo did this. A "ee+ later$ the man "ent into the shed and ti!!ed over his son4s bic cle again. Appendix 1 /odals used in ma+ing requests: Ean Eould 5ill /a /ight 5ould

E(am!le verbs used in requests: 3orro"$ have$ use$ lend$ hel!$ give$ etc.

Appendix 3 .. 5here is the Eiffel To"er located: ;. 5ho "as the fifth President of the 0nited States: A. 5hat is the ca!ital of Eanada: D. 5hen is St. Patric+4s 7a : ). *o" man inches are in one foot: Paris$ France ?ames /onroe 'tta"a /arch .Kth .;

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Appendix F Sheet A <ame Feli( <ative $ountry Eanada Teacher 1ussia /ohammed 7octor Student ;< *i+ing AM =ccupation Age AJ Pla ing guitar 9obbies

Sheet 3 <ame <ative $ountry =ccupation 1estaurant '"ner ?ose 9atasha /orocco So!hie @erman @uatemala Scientist )K ;L Painting 1eading Age 9obbies Fishing

Appendix ( Eategories and Ans"ers: Occupations .<< !ts N Someone "ho "rites. ;<< !ts N Someone "ho coo+s. A<< !ts N Someone "ho sells cars. Question5hat is a "riter: Question5hat is a coo+: Question5hat is a car salesman: Question5hat is a firefighter:

D<< !ts N Someone "ho !uts out fires.

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)<< !ts N Someone "ho enforces the la".

Question5hat is a !oliceman:

Appendix 9 A 1iamond or a $oal; 3 Ehristina 1ossetti A diamond or a coal: A diamond$ if ou !lease: 5ho cares about a clums coal 3eneath the summer trees: A diamond or a coal: A coal$ sir$ if ou !lease: 'ne comes to care about the coal 5hat time the "aters free,e. 9ow many seconds in a minute; 3 Ehristina 1ossetti *o" man seconds in a minute: Si(t $ and no more in it. *o" man minutes in an hour: Si(t for sun and sho"er. *o" man hours in a da : T"ent #four for "or+ and !la . *o" man da s in a "ee+: Seven both to hear and s!ea+. *o" man "ee+s in a month: Four$ as the s"ift moon runneth. *o" man months in a ear: T"elve the almanac ma+es clear. *o" man ears in an age: 'ne hundred sa s the sage. *o" man ages in time: 9o one +no"s the rh me.

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Appendix 5 T: S: T: S: T: S: T: S: Are ou stud ing at 9C0: Ces. 5hat are ou stud ing: La". 5ill ou be a la" er someda : Ces. 5hen "ill ou be one: In t"o ears.

Appendix 7 'ccu!ation: *air st list Questions: .. 5hat is our name: ;. 5hat !osition are ou a!!l ing for: A. Are ou a!!l ing for full#time or !art#time: D. *o" much e(!erience do ou have: ). 5hat t !e of training or education do ou have: J. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF: K. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF: L. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF:

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Appendix 4

LIBRAR Y

STAR T

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1eferences: .. Idea for ?eo!ard game ada!ted from htt!:%%""".eslcafe.com%idea%inde(.cgi: dis!la :M;L.).;;A#.KJJ.t(t

;. Poetr ta+en from htt!:%%""".!oemhunter.com%christina#georgina#rossetti% A. / ster game ada!ted from: htt!:%%""".eslcafe.com%idea%inde(.cgi:dis!la :M;KLKD)<M# .<MKD.t(t D. 5hose line is it an "a activit ta+en from the TO sho" 5hose Line is it An "a . ). Questions about a Statement activit ta+en from: 0r$ P.$ P 5right$ A. =;<<J>. Five-minute activities. 9e" Cor+ Eit $ 9C: Eambridge 0niversit Press. J. Activities Q ;$ A$ D$ )$ J$ L$ M$ .<$ ..$ .;$ .A$ .J$ .K$ and .L ada!ted from: Eelce#/urcia$ /.$ P Larsen#Freeman$ 7. =.MMM>. The grammar book. *einle P *einle.