Activity		Explanation
Background Information		My name is Adrianne P. Ochoa.  I’m a graduate student in the Applied Linguistics/TESL Department at Georgia State University (GSU).  I have just completed a course entitled Materials Design, Development, and Publication.  Throughout the duration of the course, we have learned how to create web pages as well as gained knowledge about the materials development process. The activities I have created are designed to supplement a specific course.  We have worked in conjunction with GSU’s Intensive English Program (IEP).  I created these activities for a Level 3 (Intermediate) Structure and Composition course in which they use the book Looking Ahead 2.  My activities correspond with Chapter 3 of that book.  Although the ideal is for my activities to be used by students who are studying (or have studied) this chapter—because they would be more familiar with the content and readings—my activities could serve as practice to any students seeking help with the grammar and vocabulary aspects I cover. I created these activities on a program called Hot Potatoes.
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Preface and Rationale		My activities cover the chapter in-depth.  They are broken down into three sections of grammar, writing, and vocabulary skills.  They are meant to further develop students’ skills.  All texts or sentences used in the activities come directly from the readings in Chapter 3.  I wanted to give the students a chance to recycle and digest the readings as opposed to reading brand new texts.  Even the reference pages I provide are internal, pulled from the Grammar and Language Reference (GLR) located at the back of the book.  The only outside link I provide is to an on-line dictionary, which is available in every activity.  I tried to provide a balance of activities regarding level of difficulty as well as a balance between receptive and productive activities.  I provide support on each page, usually with word banks and/or examples in addition to my GLR and dictionary links.  In addition, I tried to create a logical progression of activities that flow smoothly and connect to each other.  Notice:  the ideas as to when to use each activity are suggestions only and are completely open for teacher creativity.
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Help!		Please remind the students to be patient when working the activities.  If they dive right in before reading ALL the instructions, there’s potential for confusion and frustration.  Also, remind them to scroll down to read entire windows (because sometimes information is “hidden”).
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Chapter 3 Warm-Up		What? CNN video vocabulary and idioms Multiple-choice activity Text:  CNN video support for Chapter 3 Why? To introduce the chapter content To increase student motivation To encourage the teacher and students to watch the video To help clarify slang When? Ideally, as a warm-up How? Refer to the dialogue on the right.  Read each multiple-choice question, and CLICK ON THE LETTER (do not type in the space) of the sentence that contains the most similar meaning to the idiom in bold.
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Grammar Overview		The bulk of my activities focus on grammar.  This is because the chapter covers quite a bit of grammar, however the points are treated fairly superficially.  Therefore, I wanted to be more exhaustive.  Sometimes I used more than one activity for a grammar point if I thought its difficulty merited more than one.
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Present Tense Verbs Review		What? Simple present tense verbs Fill-in-the-blank activity Text: Reading 3, Page 77  GLR:  Page 223 Why? To review the formation of contextualized simple present tense verbs When? To review To warm up How? Read the passage on the left and type the correct present tense verbs in the blanks.  Refer to the infinitive word bank on the right if necessary.
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Articles & Nouns		What? Contextualized articles and nouns Fill-in-the-blank activity Text:  Reading 1, Paragraph 2, Page 67 GLR:  Pages 220, 240 Why? To distinguish among singular, plural, and non-count nouns To distinguish among the articles To construct correct article and noun phrases in context When? To practice To diagnose To review To test In conjunction with Activity 3-3 (Page 63), Activity 3-24 (Page 79) How? Read the paragraph context, and then focus on the nouns in parentheses.  Construct a noun phrase (article + noun) using the parenthetical cue, and type the whole phrase in the blank.
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More Articles & Nouns		What? Contextualized articles and nouns Flash cards activity Text:  Reading 1, Paragraph 2, Page 67 GLR:  Pages 220, 240 Why? To distinguish among singular, plural, and non-count nouns To distinguish among the articles When? Best for individual practice In conjunction with Activity 3-3 (Page 63), Activity 3-24 (Page 79) How? This is a mental recall, a think-aloud.  Simply click on the * button to see the flash card, decide which article (if any) goes in the blank, and then click the * button again to see the answer.
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Quantifiers		What? Contextualized quantifiers Matching activity Text:  Reading 3, Page 77 GLR:  Page 231 Why? To distinguish among the quantifiers To contextualize quantifiers When? To practice To diagnose To review To test In conjunction with Activity 3-25 (Page 79) How? Read the sentences on the left, and click on the arrow, which will display a drop-down box full of choices.  Highlight the correct choice.  Notice chosen choices are not eliminated.  Watch out for sentences that contain two blanks.
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More Quantifiers		What? Contextualized quantifiers Short-answer activity Text:  Reading 3, Page 77 GLR:  Page 231 Why? To distinguish among the quantifiers To contextualize quantifiers  When? To practice To diagnose To review To test In conjunction with Activity 3-25 (Page 79) How? Read the passage to determine the missing quantifiers.  You can use the word bank on the right to refer to if necessary.  Type the correct quantifiers in the blanks.
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Modal Verbs 1-2		What? Degrees of strength of contextualized modal auxiliary verbs Matching activity Text:  Reading 1, Paragraph 5, Page 68; Reading 1, Paragraph 8, Page 69 GLR:  Pages 231-233 Why? To distinguish among modals To determine degrees of strength of contextualized modals When? Teacher-instructed individual practice In conjunction with Activity 3-26 (Page 80), Activity 3-27 (Page 81), Activity 3-28 (Page 82), Activity 3-30 (Page 84) How? Read the sentences on the left containing the bolded modal verbs.  Decide which box on the right classifies each modal’s degree of strength within the sentences.  DRAG the boxes on the LEFT to the matching boxes on the right.  This activity will not work in Netscape; it must be used in Microsoft Internet Explorer.
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More Modals		What? Degrees of strength of modal auxiliary verbs Short-answer activity Text:  Activity 3-1 (Page 61) GLR:  Pages 231-233 Why? To distinguish among modals To determine degrees of strength of contextualized modals To practice typing whole sentences containing modals When? To practice To review To test In conjunction with Activity 3-26 (Page 80), Activity 3-27 (Page 81), Activity 3-28 (Page 82), Activity 3-30 (Page 84) How? Read the sentences about American tabus.  Use the parenthetical cues regarding the degrees of strength to determine the modal verbs that should be used in the blanks of each sentence.  Type in the WHOLE SENTENCE including the correct modal verb.  Contractions may be used.
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Adverbs of Frequency		What? Contextualized adverbs of frequency Short-answer activity Text:  various sentences from the chapter readings containing adverbs of frequency GLR:  Page 230 Why? To recognize adverbs of frequency in context When? To practice To diagnose To review To test In conjunction with Activity 3-18 (Page 75) How? Read each sentence, decide which word is the adverb of frequency, and then type it in the blank.
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Adverb Order		What? Contextualized adverbs of frequency Jumbled sentence activity Text:  various sentences from the chapter readings containing adverbs of frequency GLR:  Page 230 Why? To determine the placement of adverbs of frequency in sentence contexts To determine correct sentence syntax and punctuation When? Individual practice How? Each sentence will appear with all the words and punctuation marks mixed up.  Determine the order of the words or phrases and symbols.  Click on the one that comes first, then the one that comes second, then third, etc., until you have clicked all of them.
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Writing Activities		The title of Chapter 3 is Organizing.  It’s the primary, overarching writing skill developed in the chapter.  The grammar and vocabulary presented are the “nuts and bolts.”  I wanted to provide at least a few activities dealing with this since it is such a vital writing skill for students to acquire.
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Ordering Sentences		What? Word order within sentences Jumbled sentence activity Text:  Reading 1, Paragraph 1, Page 67 Why? To determine correct sentence syntax, punctuation, and capitalization When? Individual practice How? Each sentence will appear with all the words and punctuation marks mixed up.  Determine the order of the words or phrases and symbols.  Click on the one that comes first, then the one that comes second, then third, etc., until you have clicked all of them.  Look for capital letters as clues.
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Ordering a Paragraph		What? Sentence order within paragraphs Jumbled paragraph activity Text:  Reading 1, Paragraph 1, Page 67 Why? To determine the correct order of sentences within a paragraph When? Individual practice In conjunction with Activity 3-6 (Page 65), Activity 3-10 (Page 70) How? Read the mixed-up sentences at the bottom of the page.  Decide the order of the sentences within the paragraph.  Drag the first sentence to the top of the “paper” lines.  Do the same with the second, third, etc. until you have finished.  Do not type anything!  This activity cannot be used in Netscape; it must be used in Microsoft Internet Explorer.
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Organizing		What? Classification of parts of essays and paragraphs Crossword puzzle activity Text:  Reading 3, Page 77 Why? To distinguish between main ideas and details To recognize the structure of paragraphs and essays  When? To practice To diagnose To review To test In conjunction with Activity 3-6 (Page 65), Activity 3-9 (Page 69), Activity 3-10 (Page 70), Activity 3-13 (Page 72) How? Click on each number to see the clues.  Reread the text by clicking on the link, and use it as a reference for each clue.  Type in the correct answer and click “enter” to insert the word into the crossword puzzle.  Note that the program will insert words whether they are correct or not, so make sure the students pay attention to the number of squares in each clue.
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Vocabulary Overview		The reason I didn’t concentrate very much on vocabulary was due to the fact that the vocabulary isn’t very demanding in the chapter.  The level of vocabulary is fairly low, and the words that would probably be unfamiliar to the students are certainly not high-frequency words or even words they would see much in academia.
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AWL Vocabulary		What? Contexutalized Academic Word List vocabulary  Multiple-choice activity Text:  various words from the chapter readings Why? To introduce students to high-frequency academic language To expose students to word families When? To practice How? Read each sentence and decide which part of speech belongs in the blank.  Click on the letter of the correct answer.  Do not type in the box!
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Chapter Content Vocabulary		What? Important vocabulary from the chapter readings Crossword puzzle activity Text:  various words from the readings in the chapter Why? To synthesize the vocabulary from the chapter themes When? To practice To review To test In conjunction with Activity 3-1 (Page 61), Activity 3-5 (Page 64), Activity 3-7 (Page 66), Activity 3-20 (Page 76) How? To see the clues, there are two options.  The clues are all listed below the crossword puzzle, but you can also click on each number to see the clues.  Read the definitions (clues) and decide which vocabulary word it is.  Type in the correct answer and click “enter” to insert the word into the crossword puzzle.  Note that the program will insert words whether they are correct or not, so make sure the students pay attention to the number of squares in each clue.
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