Vocabulary Lesson for Latin Word Roots "funct" and "spir"

 (TESOL Materials--Latin Roots)

Model Text: docs, pub

Quizlet: Word Roots: funct and Spir

Kahoot: Word Roots: Funct and Spir

[Notes: This activity was developed to supplement Vocabulary Expansion Activities p.149 from Reflect Listening & Speaking 5, but I believe it can be used independently with any lesson on root words, so I'm posting it here.

The model text was created using AI. 

First, I give out the model text, and students answer the specific information questions.  After this task is finished, I collect all the texts back.

Then, for the noticing task, I gave them a version of the model text in which all the words had been blanked out, and posted the complete model text outside of the room.  The students had to reconstruct the text using a running dictation.  

Once the text had been completed, I clarified the vocabulary using Concept Checking Questions.  Then we played Quizlet Live to practice matching the words to the definitions, and then Kahoot to practice gap-fill sentences.]

1. What was the problem with the old machine?

2. What did the people try to do to fix the machine?

3. Why was it difficult to work on the machine in the hot office?

4. How did the excessive perspiration affect the work environment?

5. What was the impact of the dust on the people's health?

6. What did the people hope to do with the old machine?

7. Why was replacing the old machine difficult?

8. What did the people do to raise money for a new machine?

9. What happened to the money that was collected?

The old machine was nonfunctional and defunct, its gears grinding to a halt. Despite our best efforts to repair it, it continued to malfunction. In the hot office, we worked hard to repair it, and everyone started to sweat a lot.  The excessive perspiration made everything wet and slippery.  And because the machine was old and dusty, a lot of the dust got into the air and affected our respiration. Our spirits began to flag as we realized the machine was beyond repair. We aspired to replace it with a multifunctional model that could perform several tasks at once, but we knew it would be expensive. We started to collect money to fund the repair, but then several members of the office conspired to steal the money. 

The old machine was ____________ and ____________ , its gears grinding to a halt. Despite our best efforts to repair it, it continued to ____________ . In the hot office, we worked hard to repair it, and everyone started to sweat a lot.  The excessive ____________ made everything wet and slippery.  And because the machine was old and dusty, a lot of the dust got into the air and affected our ____________ . Our ____________ began to flag as we realized the machine was beyond repair. We ____________ to replace it with a ____________ model that could perform several tasks at once, but we knew it would be expensive. We started to collect money to fund the repair, but then several members of the office ____________ to steal the money.  

The old machine was nonfunctional and defunct, its gears grinding to a halt. Despite our best efforts to repair it, it continued to malfunction. In the hot office, we worked hard to repair it, and everyone started to sweat a lot.  The excessive perspiration made everything wet and slippery.  And because the machine was old and dusty, a lot of the dust got into the air and affected our respiration. Our spirits began to flag as we realized the machine was beyond repair. We aspired to replace it with a multifunctional model that could perform several tasks at once, but we knew it would be expensive. We started to collect money to fund the repair, but then several members of the office conspired to steal the money. 

The old machine was nonfunctional and defunct, its gears grinding to a halt. Despite our best efforts to repair it, it continued to malfunction. In the hot office, we worked hard to repair it, and everyone started to sweat a lot.  The excessive perspiration made everything wet and slippery.  And because the machine was old and dusty, a lot of the dust got into the air and affected our respiration. Our spirits began to flag as we realized the machine was beyond repair. We aspired to replace it with a multifunctional model that could perform several tasks at once, but we knew it would be expensive. We started to collect money to fund the repair, but then several members of the office conspired to steal the money.  

Grammar: Future Forms p.124+125 of Reflect 5 Listening and Speak

When teaching Reflect Listening & Speaking 5 p.124+125, I converted the textbook grammar explanations and exercises into a quizziz game.  That link is HERE.  

I am also posting it here because it could possibly be used as an independent resource on Future Forms.  
...maybe.

Actually, this quizziz is designed to be used in conjunction with the textbook.  (Students can find the answers to all of the questions by looking at p.124 and 125 of the Reflect textbook.  Without that textbook, the answers to these questions might not be very intuitive.)

So... use, at your own discretion, I guess.  This game probably won't work great without the textbook it's based on, but possibly students may be able to guess some of the answers.

Vocabulary Lesson for Word Roots "man" and "struct"

(TESOL Materials--Root Words)

Model Text: docs, pub

Quizlet: Words containing the roots "man" and "struct"

Kahoot: Words containing the roots "man" and "struct"

[Notes: This activity was developed to supplement Vocabulary Expansion Activities p.147 from Reflect Listening & Speaking 5, but I believe it can be used independently with any lesson on root words, so I'm posting it here.

The model text was created using AI.  (Unfortunately AI doesn't always do  a great job of grading its language, so this came out as pretty high level, but I was teaching a pre-advanced class, so it worked for my class.)

In my class, I did the model text as a listening.  First, I gave the students a gist question: What is Emily's job? What is Benjamin's job? 
Then I gave them specific information questions and read out the model text again.

Then, for the noticing task, I gave them a version of the model text in which all the words had been blanked out, and posted the complete model text outside of the room.  The students had to reconstruct the text using a running dictation.  

Once the text had been completed, I clarified the vocabulary using Concept Checking Questions.  Then we played Quizlet Live to practice matching the words to the definitions, and then Kahoot to practice gap-fill sentences.]

1. What is Benjamin’s job?

2. What ambitious project does Benjamin start?

3. What destructive force damages the construction site?

4. What does Emily have a passion for?

5. What did Benjamin do in the quiet hours of the evening?

6. What did Benjamin the architect and Emily the manicurist have in common?

1. What is Benjamin’s job?

2. What ambitious project does Benjamin start?

3. What destructive force damages the construction site?

4. What does Emily have a passion for?

5. What did Benjamin do in the quiet hours of the evening?

6. What did Benjamin the architect and Emily the manicurist have in common?

Once upon a time in a quaint village, there lived a talented architect named Benjamin. He was known for his ability to construct magnificent structures that left everyone in awe. One day, a wealthy landowner approached Benjamin with an ambitious project. He wanted a grand mansion built on his vast estate, and he entrusted Benjamin with the task.

Benjamin eagerly took on the challenge, carefully studying the land and envisioning the perfect structure that would blend harmoniously with the surrounding landscape. Armed with his expertise, he began to instruct his team of skilled workers, providing them with detailed plans and guidance.

As the construction progressed, a destructive force in the form of a powerful storm swept through the village. Violent winds and torrential rain wreaked havoc on the construction site, causing damage and creating obstructions that hindered the progress. Undeterred, Benjamin and his team worked tirelessly to repair the destruction caused by nature, their determination unwavering.

Meanwhile, in a cozy corner of the village, a young woman named Emily pursued her passion for manicures. She owned a small salon and prided herself on providing exquisite manicures to her clients. Emily's skills were entirely manual, as she believed in the power of touch and attention to detail. With gentle precision, she would manipulate the tools, creating stunning nail designs that left her clients feeling pampered and confident.

In the quiet hours of the evening, Benjamin would retreat to his study, surrounded by stacks of architectural manuscripts. He meticulously poured over each page, refining his designs and exploring new possibilities. Each stroke of his pen on the manuscript represented endless hours of dedication and creativity.

Months passed, and finally, the mansion reached completion. Benjamin's vision had become a reality, standing tall and majestic on the landowner's estate. It was a testament to his unwavering determination and unwavering commitment to his craft.

The landowner was overjoyed by the outcome, marveling at the beauty and grandeur of the structure. He admired the intricate details that Benjamin had incorporated, appreciating the architect's ability to manipulate space and light within the mansion.

As Benjamin walked through the finished mansion, he couldn't help but feel a deep sense of accomplishment. His construct was more than just bricks and mortar; it was a masterpiece that would stand the test of time. And in the neighboring village, Emily continued to bring joy and beauty to her clients, one manicure at a time.

In the end, the story of Benjamin, the architect, and Emily, the manicurist, intertwined through their shared commitment to their crafts. Their dedication to manual work, their ability to manipulate their tools, and their unwavering passion for creating something extraordinary became the foundation of their success, leaving a lasting legacy in the hearts and minds of those who experienced their artistry.

Once upon a time in a quaint village, there lived a talented architect named Benjamin. He was known for his ability to _______________ magnificent _______________ that left everyone in awe. One day, a wealthy landowner approached Benjamin with an ambitious project. He wanted a grand mansion built on his vast estate, and he entrusted Benjamin with the task.

Benjamin eagerly took on the challenge, carefully studying the land and envisioning the perfect _______________ that would blend harmoniously with the surrounding landscape. Armed with his expertise, he began to _______________ his team of skilled workers, providing them with detailed plans and guidance.

As the construction progressed, a _______________ force in the form of a powerful storm swept through the village. Violent winds and torrential rain wreaked havoc on the construction site, causing damage and creating _______________ that hindered the progress. Undeterred, Benjamin and his team worked tirelessly to repair the destruction caused by nature, their determination unwavering.

Meanwhile, in a cozy corner of the village, a young woman named Emily pursued her passion for _______________ . She owned a small salon and prided herself on providing exquisite _______________ to her clients. Emily's skills were entirely _______________ , as she believed in the power of touch and attention to detail. With gentle precision, she would _______________ the tools, creating stunning nail designs that left her clients feeling pampered and confident.

In the quiet hours of the evening, Benjamin would retreat to his study, surrounded by stacks of architectural _______________ . He meticulously poured over each page, refining his designs and exploring new possibilities. Each stroke of his pen on the _______________ represented endless hours of dedication and creativity.

Months passed, and finally, the mansion reached completion. Benjamin's vision had become a reality, standing tall and majestic on the landowner's estate. It was a testament to his unwavering determination and unwavering commitment to his craft.

The landowner was overjoyed by the outcome, marveling at the beauty and grandeur of the _______________ . He admired the intricate details that Benjamin had incorporated, appreciating the architect's ability to _______________  space and light within the mansion.

As Benjamin walked through the finished mansion, he couldn't help but feel a deep sense of accomplishment. His construct was more than just bricks and mortar; it was a masterpiece that would stand the test of time. And in the neighboring village, Emily continued to bring joy and beauty to her clients, one manicure at a time.

In the end, the story of Benjamin, the architect, and Emily, the manicurist, intertwined through their shared commitment to their crafts. Their dedication to _______________  work, their ability to manipulate their tools, and their unwavering passion for creating something extraordinary became the foundation of their success, leaving a lasting legacy in the hearts and minds of those who experienced their artistry.

Answers

Once upon a time in a quaint village, there lived a talented architect named Benjamin. He was known for his ability to construct magnificent structures that left everyone in awe. One day, a wealthy landowner approached Benjamin with an ambitious project. He wanted a grand mansion built on his vast estate, and he entrusted Benjamin with the task.

Benjamin eagerly took on the challenge, carefully studying the land and envisioning the perfect structure that would blend harmoniously with the surrounding landscape. Armed with his expertise, he began to instruct his team of skilled workers, providing them with detailed plans and guidance.

As the construction progressed, a destructive force in the form of a powerful storm swept through the village. Violent winds and torrential rain wreaked havoc on the construction site, causing damage and creating obstructions that hindered the progress. Undeterred, Benjamin and his team worked tirelessly to repair the destruction caused by nature, their determination unwavering.

Meanwhile, in a cozy corner of the village, a young woman named Emily pursued her passion for manicures. She owned a small salon and prided herself on providing exquisite manicures to her clients. Emily's skills were entirely manual, as she believed in the power of touch and attention to detail. With gentle precision, she would manipulate the tools, creating stunning nail designs that left her clients feeling pampered and confident.

In the quiet hours of the evening, Benjamin would retreat to his study, surrounded by stacks of architectural manuscripts. He meticulously poured over each page, refining his designs and exploring new possibilities. Each stroke of his pen on the manuscript represented endless hours of dedication and creativity.

Months passed, and finally, the mansion reached completion. Benjamin's vision had become a reality, standing tall and majestic on the landowner's estate. It was a testament to his unwavering determination and unwavering commitment to his craft.

The landowner was overjoyed by the outcome, marveling at the beauty and grandeur of the structure. He admired the intricate details that Benjamin had incorporated, appreciating the architect's ability to manipulate space and light within the mansion.

As Benjamin walked through the finished mansion, he couldn't help but feel a deep sense of accomplishment. His construct was more than just bricks and mortar; it was a masterpiece that would stand the test of time. And in the neighboring village, Emily continued to bring joy and beauty to her clients, one manicure at a time.

In the end, the story of Benjamin, the architect, and Emily, the manicurist, intertwined through their shared commitment to their crafts. Their dedication to manual work, their ability to manipulate their tools, and their unwavering passion for creating something extraordinary became the foundation of their success, leaving a lasting legacy in the hearts and minds of those who experienced their artistry.

I buy clothes whenever my clothing gets old. (What is a noun clause?)

(Grammar Questions I Couldn't Answer)

In a previous entry in this series, I admitted that I don't fully understand what a noun clause is.

The question of noun clauses came up again in a recent staffroom discussion.

A co-worker asked me for my opinion on something he had noticed from the textbook (Reflect Listening & Speaking 5, Unit 2, Grammar: Noun Clauses p.34-35).

"I think I get noun clauses," he explained to me.  "It's a clause that acts as the subject or the object of a sentence.  I get that part.  But how do you explain this?"

He then directed my attention to the grammar explanation box on page 34, which read:

whoever, whenever, whatever

When the noun clause begins with whoever, whenever, or whatever, the meaning is "anyone, any time or anything."

We aim to give our customers whatever they want.

Okay, so far so good.  In the example sentence above "whatever they want" is obviously a clause, and it's obviously standing in the place of a noun.  (You can test this out by substituting a noun into the same slot--e.g. "We aim to give our customers a hat."  The sentence is still grammatical either way.)

But then, my co-worker directed by attention to Exercise J on page 35, in which the students were given sentence heads that they had to complete.

Number 2 of exercise J reads: "I buy new clothes whenever_______________"

My co-worker explained to me, "I tried to complete the sentence myself, like 'I buy new clothes whenever I feel sad', but then it's not functioning as a noun, right?"

I agreed.  "Yeah, that seems like a time adverbial to me.  So I would call that an adverbial clause, not a noun clause."

We checked the teacher's book to see what the suggested answer for this exercise was.

Now of course, because of the open-endedness of the prompt, the answer key said "answers may vary, but here are some possible answers."  Then, the possible answer for number 2 was: "I buy new clothes whenever my clothing gets old."

Both my co-worker and I were of the opinion that this was an adverbial clause, not a noun clause.  (Its not functioning as a noun in this sentence?  I mean, it's not a subject, it's not an object, it's not an indirect object, it's not a predicate nominative, etc.)

So, what was going on here?

The easiest option is that the textbook was just wrong.  

In my experience, in my many years in TESOL, it's not uncommon for mistakes to get printed in textbooks.  In fact, it happens quite often.  This could just be a mistake.

Right?  Or have we analyzed this sentence wrong?  Let me know in the comments if you disagree.

"So," asked my co-worker, "What about the word 'whenever' then?  Can it ever be used with a noun clause? (as the textbook claimed on page 34)  Or is it only used as for adverbial clauses?"

We tested out some examples.  My co-worker thought of, "I hate whenever you look at me", and he argued that this could possibly be a noun clause starting with "whenever".

But I argued that his sentence was ungrammatical.  It should be "I hate it whenever you look at me."  We debated for a while whether or not the "it" was necessary.

In the end, we never did come to a conclusion about whether or not "whenever" could be used with noun clauses.

Sorting Activity for Reporting Verbs

(TESOL Worksheets--Reporting Verbs)

Google: docs, pub

[This is a sorting activity I used for Unit 6, Listening Skill: Understand Reporting Verbs p.98 from Reflect Listening & Speaking 5.  The choice of reporting verbs reflects the textbook, as does the categorization.  In the textbook this information is given to the students in a grammar box, but the teachers book suggested that this information could be make more engaging for students by having them categorize the verbs on their own first, and then check their answers with the grammar box.  And I agreed.  So I developed this little worksheet.  

The word cards are cut up and shuffled before class.  In pairs, students place the word cards  in the correct box.  

I think this activity could also stand on its own as an independent resource, so I'm posting it here as well.]

Report a fact or observation	Report an opinion	Report advice	Report a request for action

Report a fact or observation	Report an opinion	Report advice	Report a request for action
explain	agree	advise	call for
mention	believe	argue	demand
observe	claim	propose	encourage
point out	estimate	recommend
report		suggest

Garbage Man: Reduced Relative Clauses

(TESOL Worksheets--Reduced Relative Clauses)

Google: docs, pub

[For more information about Garbage Man, see HERE.  Many of these sentences comes from  Reflect Listening & Speaking 5.]

Take a look at the text that describes the benefits of using soap.

The number of people who used public baths increased.

He was looking for the document that was sitting on the printer.

Photos that are shared digitally cost nothing.

The man who is cleaning the dishes in the ad looks very unhappy.

Social media stars who are followed by a lot of people are often paid to post about a product.

All magazines now rely on money that is earned from advertising.

Almost half the people who saw the online advertisement clicked on it.

The advertisements that are aimed at children are very colorful.

The sofa that was made by my grandfather is very old-fashioned.

answers:

Take a look at the text that describes the benefits of using soap. Take a look at the text describing the benefits of using soap.

The number of people who used public baths increased. The number of people using public baths increased.

He was looking for the document that was sitting on the printer. He was looking for a document sitting on the printer.

Photos that are shared digitally cost nothing. Photos shared digitally cost nothing.

The man who is cleaning the dishes in the ad looks very unhappy. The man cleaning the dishes in the ad looks very unhappy.

Social media stars who are followed by a lot of people are often paid to post about a product. Social media stars followed by a lot of people are often paid to post about a product.

All magazines now rely on money that is earned from advertising. All magazines now rely on money earned from advertising.

Almost half the people who saw the online advertisement clicked on it. Almost half the people seeing the online advertisement clicked on it.

The advertisements that are aimed at children are very colorful. The advertisements aimed at children are very colorful.

The sofa that was made by my grandfather is very old-fashioned. The sofa made by my grandfather is very old-fashioned.

Reflect Listening & Speaking 5 (Supplementary Materials Index)

(Supplementary Materials for Specific Textbooks Subdivisions)--This index uses the style described in this post here.

Google Drive Folder HERE

Links to Materials: docs, pub

Quizlet Folder HERE

* Reflect 5 Listening and Speaking p.4

* Reflect 5 Listening and Speaking Unit 1 all vocabulary

* Reflect 5 Unit 2 Listening 1 Vocabulary

* Reflect 5 Unit 1 + Unit 2 Listening 1

* Reflect 5 Unit 2 Video Vocabulary

* Reflect 5 L&S Unit 1-2 Vocabulary

* Reflect 5 Unit 3 Vocab (PA-LS)

* Reflect 5 L&S Unit 1-3

* Reflect 5 Unit 4 Vocab (PA-LS)

* Reflect 5 L&S Unit 1-4

* Reflect 5 L& S Unit 5 Video

* Reflect L&S 5: Unit 1-4 + Unit 5 Video

* Unit 5 Listening

* Reflect L&S 5: Unit 1-5

Unit 1 Folder

--Listening 1: How to Structure a Good Story p.4-8 Folder

* Quizlet: Reflect 5 Listening and Speaking p.4

* Kahoot: Listening 1 Vocabulary p.4

* quizziz: PRE-ADV LS Week 1 Vocabulary and Listeni..

* Board Race: gap-fill sentences: slides, pub

* Orientation to the Text: Tybalt kills Mercutio (Carlei), Romeo kills Tybalt (Carlei) or Romeo + Juliet (1996) - Romeo Kills Tybalt (HD), Romeo is Banished, Romeo + Juliet (1996) - Romeo Dies Scene 

* Match the Cards and Put them in Order: docs, pub

* Faulty Printer: docs, pub

* Communicative Follow up: Discuss the Stages of a Story: docs, pub

* Communicative Follow up: Discussion Questions: Stories: docs, pub

--Listening 2 (video): A Night Alone with the Lions p.10-14--Folder

* Kahoot:  gap-fill sentences: Reflect 5 L&S Vocabulary p.10

* Quizlet: Reflect 5 Listening and Speaking p.10 Vocabulary

* Put the Cards in Order: docs, pub

* Wrong Words: docs, pub

* Communicative Follow up: IELTS Speaking Part 2: docs, pub (sample video)

--Unit Task p.18

* Telling Your Stories

--Unit 1 Review

* Quizlet: Reflect 5 Listening and Speaking Unit 1 all vocabulary

* Blooket: Reflect 5 Listening and Speaking Unit 1 all vocabulary

Unit 2 Folder

--Listening: The Facts about Fast Fashion p.22-27 Folder

* lead-in: The Fast Fashion Problem - Behind the News

* Quizlet: Reflect 5 Unit 2 Listening 1 Vocabulary (cumulative quizlet here)

* Kahoot: Reflect 5 Listening and Speaking p.22

* Silly Sentences: slides, pub

* Put the Transcript in Order: docs, pub

* Conversation Questions: docs, pub

* Blooket: All the vocabulary so far

* Word Grab for Listening: docs, pub

--Video: A New Approach p.28-31 Folder 

* Quizlet: Reflect 5 Unit 2 Video Vocabulary (cumulative quizlet here)

* Kahoot: Reflect 5 L&S Unit 2 Video

* Faulty Printer: docs, pub

* quizziz: Unit 2, Fast Fashion (vocabulary from listening and video combined)

* Backs to the Board: slides, pub (vocabulary from listening and video combined)

* Blooket: All the vocabulary so far

* Word Grab for Listening: docs, pub

* Communicative Follow up: Create Your Own Organization: docs, pub

--Grammar: Noun Clauses p.34-35--Folder

* Using Strega Nona to Teach Noun Clauses

* Garbage Man for Embedded Noun Clauses

* Link: Kahoot Game for Embedded Noun Clauses

* LINK: Quizziz for Noun Clauses

* I buy clothes whenever my clothing gets old. (What is a noun clause?)

* Noun Clause Short Story

* Model Text for Indirect Questions

--Vocabulary Expansion Activities p.147--Folder

* Vocabulary Lesson for Word Roots "man" and "struct"

Unit 3 Folder

--Listening 1: 3,500 Years of Hygiene p.40-45--Folder

* Quizlet: Listening 1: 3,500 Years of Hygiene p.40-45 (cumulative quizlet: Reflect 5 L&S Unit 1-2 Vocabulary and Listening 1: 3,500 Years of Hygiene p.40-45)

* Cumulative Blooket: Reflect 5 L&S Unit 1-2 Vocabulary and Listening 1: 3,500 Years of Hygiene p.40-45

* Kahoot: 3,5000 years of hygiene

* Board Race: slides, pub

* Put the Cards in Order: docs, pub

* Running Dictation to Reconstruct the Transcripts: docs, pub

* Communicative Follow up: Discussion Questions: Hygiene: docs, pub

--Video: When Advertisers First Fought Germs p.46-49--Folder

* Quizlet: When Advertisers First Fought Germs p.46-49 (cumulative quizlet: Reflect 5 L&S Unit 1-3)

* Cumulative Blooket: Reflect 5 L&S Unit 1-3

* Kahoot: When Advertisers First Fought Germs Vocabulary

* Make Sentences: slides, pub

* Board Race: gap-fill sentences: slides, pub

* Listening Bingo: docs, pub

* Wrong Words Transcript: docs, pub

* Communicative Follow up: Discussion Questions: Advertising: docs, pub

--Vocabulary

* Quizlet: Reflect 5 Unit 3 Vocab (PA-LS) (cumulative quizlet here)

* Blooket: All the vocabulary so far

--Grammar: Reduced Adjective Clauses p.53--Folder

* Garbage Man: Reduced Relative Clauses

* LINK: 2 Kahoot games on Participle Clauses replacing Relative Clauses

* The Knight Who Was Afraid of the Dark

* LINK: Quizziz for reduced relative clauses 

* Reduced Relative Clauses Naruto PowerPoint Game

--Vocabulary Expansion Activities p.148--Folder

* Model Text Created by AI (contains specific information questions, and noticing activity): docs, pub

* Flippity Matching Game: docs, pub, link

--Unit 3 Supplemental

* Videos: IELTS Speaking Part 2 - Describe an Advertisement, Describe An Advertisement You Have Seen But You Didn't Like , Best Advertisement ever-Winner of Best Ad 2014

Unit 4--Folder

--Video: Learning From Animals p.58-63--Folder

* Quizlet: Unit 4 Listening 1 (Cumulative Quizlet: Reflect 5 L&S Unit 1-3 + Unit 4 Listening 1)

* Cumulative Blooket: Reflect 5 L&S Unit 1-3 + Unit 4 Listening 1

* Kahoot: Reflect 5 L&S p.58

* Board Race: gap-fill sentences: slides, pub

* Using Jokes to Teach Inference

* Paraphrase Sentence Grab: docs, pub (slideshow for feedback: slides, pub)

* Wrong Words Transcript: docs, pub

* Communicative Follow up: Discussion Questions: Leadership: docs, pub

--Listening 2: Effective Leadership Skills p.64-68--Folder

* Quizlet: Unit 4 Listening 2 (Cumulative Quizlet: Reflect 5 L&S Unit 1-4)

* Cumulative Blooket: Reflect 5 L&S Unit 1-4

* Cumulative Gimkit: Reflect 5 L&S Unit 1-4

* Kahoot: Unit 4 listening 2

* Backs to the Board: slides, pub (vocabulary from listening and video combined)

* Paraphrase Sentence Grab: docs, pub (slideshow for feedback: slides, pub)

* Faulty Printer: docs, pub

* Communicative Follow up: Write about an effective leader that you know: docs, pub

* Communicative Follow up: Balloon Debate: docs, pub

* Communicative Follow up: IELTS Speaking Part 2: docs, pub (sample video)

--Unit Task Model p.69--Folder

* Noticing Activity: docs, pub

--Grammar: Passive Voice with Modals p.70--Folder

* Passive Voice with Modals Dictogloss: Test Rules

* LINK: Passive Modals Kahoot

* Describe the Picture: What could be done to make these situations better?

* Passive Voice: Grammar ESL Listening

* Passive quizlet

* Kahoot for Passives

--Speaking Task p.72--Folder

* Planning sheet: docs, pub

* quizziz: basic business vocab and concepts

--Vocabulary Expansion Activities p.149--Folder

* Vocabulary Lesson for Latin Word Roots "funct" and "spir"

--Unit 4 Vocabulary Review

* Quizlet: Reflect 5 Unit 4 Vocab (PA-LS) (cumulative quizlet here)

* Blooket: All the vocabulary so far

Units 1-4 Review

* Doreamon PowerPoint Game: drive, slides, pub

* Quizlet: Reflect 5 L&S Unit 1-4

* Blooket: Reflect 5 L&S Unit 1-4

* Gimkit: Reflect 5 L&S Unit 1-4

* Kahoot: Unit 1-4 Vocabulary Review

* quizziz: Reflect 5 L&S Unit 1-4

* Speaking Board Game Units 1-4: drive, docs, pub

Unit 5--Folder

--Unit Introduction p.74-75

* David's "Bad News and Irrelevant News" | The Office (situational humor–UK style)

* Friends: Joey's Bad Birthday Gift (Season 4 Clip) | TBS (one liners–American style)

* Lesson on Jokes

* A Joke A Day Part 2
* A Joke a Day Part 3

* The Best Jokes

--Video: So, What Makes You Laugh? p.76-80--Folder

* Quizlet: Reflect 5 L& S Unit 5 Video (cumulative quizlet here)

* Blooket: All the vocabulary so far

* Gimkit: Reflect L&S 5: Unit 1-4 + Unit 5 Video

* Kahoot: Reflect 5 L& S Unit 5 Video

* Board Race: gap-fill sentences: slides, pub

* Word Grab: docs, pub

* Communicative Follow up: Discussion Questions: Humor: docs, pub

--Grammar: Comparative Forms p.80-81

* Jokes Using Comparative and Superlative Adjectives (and adverbs)

* Naruto Bomb Game With Comparative Adjective Forms
* PowerPoint Presentation to Drill Comparative Adjectives
* Card Game for Comparative Adjectives

* Board Race for Comparative Adjectives Using Pictures

* Board Game for Comparative and Superlative Adjectives

--Listening: Why is that Funny p.82-85--Folder

* Quizlet: Unit 5 Listening (cumulative quizlet here)

* Blooket: All the vocabulary so far

* Kahoot: Reflect 5 L&S Unit 5 Listening

* Grab the Card: docs, pub

* Baamboozle: Vocabulary Unit 5 Video

* Orientation to the Text: Make Sure He Is Dead

* Paraphrase Sentence Grab: 10 sentences from throughout the listening: docs, pub; 12 sentences from the first half of the listening: docs, pub; slideshow for feedback: slides, pub

* Wrong Words: docs, pub

* Lesson Plan: docs, pub

* Communicative Follow up: Make 5 jokes for the other team

Unit 6--Folder

--Listening: How to Plan a City p.94-97--Folder

* Quizlet: How to Plan a City p.94 (Cumulative quizlet here)

* Blooket: All the vocabulary so far

* Gimkit: Reflect L&S 5: Unit 1-5,+ Unit 6 Listening 1

* Kahoot: Reflect p.94

* Board Race: gap-fill sentences: slides, pub

* Make Sentences: slides, pub

* Lead-in: Getting Around

* Word Bingo: docs, pub

* Communicative Follow up: Conversation Questions: Cities: docs, pub

--Listening Skill: Understand Reporting Verbs p.98--Folder

* Sorting Activity for Reporting Verbs

* Model Text for Reporting Verbs

* LINK: Reporting Verbs Quizlet

* LINK: Kahoot Games for Reporting Verbs

* Board Race for Reporting Verbs

--Video: The Sustainable City p.100-103--Folder

* Quizlet: Reflect 5 Unit 6 Video vocab (Cumulative quizlet here)

* Blooket: All the vocabulary so far

* Kahoot: Reflect 5 L&S p.100

* Board Race: gap-fill sentences: slides, pub

* Running Dictation: docs, pub

* Transcript with Key Vocabulary highlighted: docs, pub

* Communicative Follow up: Conversation Questions: Sustainable Development in Cities: docs, pub

--Grammar: Reporting Verbs p.106--Folder

* Sorting Activity for Sentence Patterns with Reporting Verbs

* Naruto PowerPoint Game for Reporting Verbs

* LINK: Kahoot Game on Reporting Verbs

* Garbage Man for Reporting Verbs

* Discussion Questions for Reporting Verbs

Units 5&6 Review

* Kahoot: Units 5 and 6 Review

Unit 7--Folder

--Unit Opener p.110-111

* Conversation Questions: docs, pub

--Video: Spoiling Skye p.112-115--Folder

* Quizlet: Reflect 5 Unit 7 Video Listening (Cumulative quizlet here)

* Cumulative Blooket: Reflect L&S 5: Unit 1-6,+ Unit 7 Video Listening

* Kahoot: Reflect 5 L&S Unit 7 Video vocabulary p.112

* Board Race: gap-fill sentences: slides, pub

* Make sentences: slides, pub

* put the cards in order: docs, pub

* Wrong Words: docs, pub

* Make the Questions for Your Partner: Listening Text

--Listening: Online Tourism p.118-122--Folder 

* Quizlet: Vocabulary Unit 7 Listening 2 (Cumulative quizlet here)

* Cumulative Gimkit: Reflect L&S 5: Unit 1-7

* Kahoot: gap-fill sentences:  Vocabulary p.118

* Board Race: gap-fill sentences: slides, pub

* Using Running Dictation to Reconstruct Listening Transcripts: docs, pub

* Transcript with Key Vocabulary highlighted: docs, pub

--Grammar: Future Forms p.124

* "Going to" versus "Will" Doraemon PowerPoint Game

* LINK: Kahoot Quiz for Future forms

* LINK: Quizziz for Future Forms based on p.124+125 of Reflect 5 Listening and Speak

Units 5&6&7 Review

* Kahoot: Units 5-7

Unit 8--Folder

Unit Intro p.128-129

* Conversation Questions: success: docs, pub

--Listening 1: Winning Through Data p.130-133--Folder

* Quizlet: Reflect 5 Unit 8 Listening 1 (cumulative Quizlet here)

* Cumulative Blooket: Reflect L&S 5: Unit 1-7 + Unit 8 Listening 1

* Board Race: gap-fill sentences: slides, pub

* Orientation to the Text: Moneyball (2011) Movie Trailer - HD - Brad Pitt

* Wrong Words: docs, pub

* Communicative Follow up: Conversation Questions: competition: docs, pub

* Communicative Follow up: Conversation Questions: sports: docs, pub

* Communicative Follow up: IELTS Speaking Part 2: A TIME YOU ACHIEVED A GOAL — IELTS Speaking Part 2 

--Grammar: Gerunds/ Infinitives as Subjects, prepositions + gerund p.134-135 

* Sorting Activity: Present Continuous, Adjective, or Gerund

* Gerunds: Grammar ESL Listening

* Human Bingo For Gerunds

* Gerund Discussion Questions

* -ing verbs or infinitive verbs Doreamon PowerPoint Game

* LINK: Kahoot Quiz for Gerunds and Infinitives

* LINK: Quizziz: Participles and Gerunds

* Gerunds and Infinitives with Verbs: Video and Gapfill Worksheet

--Listening: No Time to Choke p.136-140--Folder 

* Quizlet: Reflect 5 Unit 8 p.136 (cumulative quizlet here)

* Cumulative Gimkit: Reflect 5 Units 1-8

* Kahoot: Reflect 5 L&S Unit 8 p. 136

* Board Race: gap-fill sentences: slides, pub

* Lesson plan: docs, pub

* Slideshow: slides, pub

* Prediction and Check: docs, pub

* Student Editors: docs, pub

* Identifying Reference Words in the Listening: slides, pub

General Review Units 1-8

* Links to Transcript Activities: docs, pub

* Speaking Board Game Units 1-8: drive, docs, pub

* Doreamon PowerPoint Game: drive, slides, pub