By Henry Emery, Andy Roberts
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Divide the class into groups of four. ” 2. Give each “witness” a section of Worksheet 11 that contains the situation and a witness statement, all three of which are different. Give the “detective” the situation and the list of suspects. 3. ” In order to choose from the suspect list, the detective will have to decide who is the best (most believable or accurate) witness and rely most heavily on that witness’ information. NOTE: There is no right answer. The most logical suspect based on the given information is John Peters, but if the students can come up with good reasons for another suspect, their answer should be accepted.
4. SONG Materials: Dynamic: Time: Procedure: Song lyrics as cloze activity (for models, see Chapter 3 or Chapter 7) Tape player and tape of song (optional) Pairs 15 minutes 1. Find song lyrics containing verbs in the past and past progressive. ” 2. Divide the class into pairs and give each pair a copy of the lyrics with the past and past progressive verbs deleted. The students work together to decide which tense is more appropriate. 3. Play the song so the students can check their answers or, if you do not have the music, go over the lyrics together.
DETECTIVE 3 Materials: Dynamic: Time: Procedure: Worksheet 11 Groups 25 minutes 1. Divide the class into groups of four. ” 2. Give each “witness” a section of Worksheet 11 that contains the situation and a witness statement, all three of which are different. Give the “detective” the situation and the list of suspects. 3. ” In order to choose from the suspect list, the detective will have to decide who is the best (most believable or accurate) witness and rely most heavily on that witness’ information.