new dynamic english module 1: unit 1 / lesson 1 unit

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NEW DYNAMIC ENGLISH MODULE 1: UNIT 1 / Lesson 1

Unit Objectives

1. Students will be able to exchange information about people, places, occupations and

family.

2. Students will practice saying and using numbers 1-100.

3. Students will develop the ability to tell the time.

4. Students will be able to ask and answer questions about basic personal information

using direct and ‘Wh-‘question forms.

5. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

Lesson Objectives

1. Students will be able to introduce themselves and exchange basic personal information.

2. Students will exchange information about people and places.

3. Students will extend the use of the vocabulary of cities and countries.

4. Students will be given the opportunity to practice and develop fluency skills.

5. Pronunciation will be dealt with as the need arises during the lesson.

Activity 1: Courseware review (Slide 2)

Objectives To review courseware content To exchange information

Activity Type Revision

Interaction T-S (Whole class)

Preparation None

Assumptions Students will recognise previously studied content

Anticipated problems Memorisation

Solution Peer input

Time

5-10 minutes

Target Language

Where does s/he come from? S/he comes from

What’s his / her name? His/her name is…

Who is that? His name is…

Does s/he come from…? Yes, s/he does, No, s/he doesn’t.

Which person comes from Europe?

Where does the woman come from?

Is the person on the right a man or a woman?

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Procedure 1. Click on the slide. 2. Ask the class for the names of the two courseware characters. Ask the students which

character is missing from the slide? Answer: Pierre. Ask questions about Pierre using the target language.

3. Invite students to work in pairs to ask and answer questions about the characters. See Target Language box for suggestions.

4. Now invite the students to ask and answer similar question about themselves and their partner. Model an example dialog with a confident student e.g. where do you come from? What’s your name? Do you come from France? Do you come from Europe?

5. Monitor output. 6. Review target language usage as necessary. Activity 2: Introductions (Slide 3)

Objectives To review courseware content To practice introductions and greetings To extend use of ‘Wh-‘ question forms

Activity Type Ice-breaker

Interaction S-S (Whole class)

Preparation None

Assumptions Students will participate actively Students will work as a team

Anticipated problems Uneven participation

Solution Teacher monitors

Time

5-10 minutes

Target Language

Name order: Ahmed, Badra, Farid, Hind, Jasmin, Leila, Mansur, Ramzi, Saad, Tarub, Walid. Procedure 1. Click on the slide. Refer to the list of names of a class of Arabic students. 2. Ask the class to put the names into alphabetical order as quickly as possible. 3. Check answers - see correct Target Language box. 4. Now invite the class to stand in a large circle. Instruct the students to get into

alphabetical order by first name, starting with ‘A’ on your right, ending with ‘Z’ on your

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left. Tell the students to do this as quickly as possible. Put yourself into the proper place in the circle.

5. Once the circle is formed, have the students introduce themselves using ‘My name’s…’ Start with names at the beginning of the alphabet.

6. Students take turns to ask their neighbour where they are from and what they do. The student asking the questions then reports the information as follows: ‘Where are you from?’ (I’m from…), what do you do? (I’m a ….)’. ‘This is … S/he’s from (town/country), s/he’s a…’ Write an example dialog on the board and guide the first two students through the task as a demonstration for the rest of the class.

7. Ask random students about their classmates e.g. ‘Who’s that?’, ‘Does s/he come from…?’, ‘What’s his/her name?’

8. Monitor output. Review target language as necessary. Activity 3: Late answers (Slide 4)

Objectives To extend use of ‘Wh-‘ question forms and appropriate answers To encourage fluency and autonomous use of vocabulary

Activity Type Information exchange

Interaction S-S (Pair-work)

Preparation None

Assumptions Students will participate actively

Anticipated problems Vocabulary

Solution Teacher monitors to feed in vocabulary

Time

5-10 minutes

Target Language

‘Wh-‘ question forms

Procedure 1. Click on the slide. Invite a confident student to read out the list of questions.

2. Model the objective of the activity by delaying your answer to each question until the

next question is asked i.e. don’t reply to the first question. When the student asks the

second question respond with the answer to the first question. Continue until all the

questions have been answered. The results can be amusing.

3. Organise A/B pairs. Give each student a different set of questions.

4. Invite student A in each pair to start the activity. Student B gives delayed replies. It is

then the turn of student B to ask questions.

5. The first pair to finish both sets of questions is announced the winners.

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Activity 4: What’s the question? (Slide 5)

Objectives To enable students to get to know each other To allow students to identify classmates names To consolidate the use of question forms

Activity Type Ice-breaker


Preparation None

Assumptions Students will participate actively Students will ask and answer appropriate questions

Anticipated problems Inaccurate use of target language Uneven participation

Solution Teacher monitors and assists individual students

Time

5-10 minutes

Target Language

Question and answer forms

Procedure 1. Write five answers to questions about yourself on the board e.g. blue, Canada, single,

football, pizza. 2. Invite the class to guess the correct question for each answer. Write the questions on

the board. 3. Now invite the students to take a moment individually to think of five words about

themselves. Tell them that they don’t have to follow the same question pattern as you. 4. Have the students work in small groups to exchange their information. Monitor output

and encourage follow-up questions. 5. Ask some students to report back to the class with information about their partner. Activity 5: Numbers 1-10 (Slide 6)

Objectives To consolidate numbers 1-10

Activity Type Card game

Interaction S-S (Group-work)

Preparation 1 deck of cards for each group of 4-6 students

Assumptions Students can identify numbers 1-10

Anticipated problems Comprehension

Solution Drill

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Time

10 minutes

Target Language

Numbers 1-10

Procedure 1. Click on the slide. Drill the numbers with the class.

2. Divide the class into groups of 4-6 students. Give each group a deck of cards. Check

vocabulary for the non-numbered cards i.e. ace, jack, queen, king.

3. Instruct the first student places one or more cards face down in the centre of the table

and says the quantity of two’s s/he is putting down e.g. two two’s. The second player

says how many three’s s/he’s putting in the centre e.g. two three’s.

4. Play continues with each player giving a quantity of cards in order from three to ace and

then back to two.

5. The objective of the game is to bluff i.e. players can choose to give the correct

information or to lie. If a player thinks / knows another player is lying they shout ‘Go

Fish’.

6. If the player was lying about the cards they put down, s/he must take all the cards in the

pile. If the player was telling the truth, the accuser must take the pile of cards.

7. Continue until a player is out of cards and is therefore the winner.

Activity 6: What’s missing? (Slide 7)

Objectives To review numbers 1-10 To raise awareness of numbers used in idiomatic speech

Activity Type Numbers

Interaction S-S (Pair-work)

Preparation 1 deck of cards for each group of 4-6 students.

Assumptions Students can identify numbers 1-10


Solution Drill

Time

5-7 minutes

Target Language

1. The boss wants to talk to her in his office. She’s at sixes and sevens. 2. I can’t dance, I have two left feet. 3. I’m tired. Let’s take five. 4. He never helps his neighbours. He only looks after number one. 5. Who’s that woman over there? She’s dressed to the nines.

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Procedure 1. Do not click on the slide at this stage. 2. Write the numbers 1 – 10 at random on the board. 3. Instruct the students to close their eyes. Rub out one of the numbers. Have the class

open their eyes and say the number that is missing. 4. Continue until you are confident that students are able to recognise and say all the

numbers. 5. Click on the slide. Ask the students to work in pairs to guess the missing number in each

sentence. 6. Check the answers – see Target Language box. Ask students to guess meaning before

providing explanations. Tell students that these expressions are often used by native speakers.

7. Optional: teacher should choose whether or not to incorporate this activity into the lesson based on the ability and interests of a given group of students. Note that this is an awareness raising activity so students are not expected to produce the target language.

Activity 7: True or false? (Slide 8)

Objectives To review courseware language

Activity Type True or false


Preparation None

Assumptions Students will recall courseware content


Solution Review

Time

3-5 minutes

Target Language

1)F 2)F 3)T 4)T 5)T 6)F 7)F

Procedure 1. Click on the slide.

2. Have the students work in pairs to decide whether each statement is true or false.

3. Check the answers – see Target Language box.

4. Follow-up by asking some of the students for personal information e.g. are you from

France? Where are you from X? Where is France? Does Kathy live in Paris? What is your

name? Does X live in the US?

5. Correct inaccuracies and drill target language as appropriate.

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Activity 8: Exchanging Information (Slide 9)

Objectives To consolidate asking questions To practice listening and speaking To develop pronunciation and spelling

Activity Type Reading gap-fill


Preparation Copy ‘3 cities’ worksheets – 1 city text per student per group

Assumptions Students will exchange city information details

Anticipated problems Vocabulary comprehension

Solution Monitor during preparation stage

Time

15 minutes

Target Language

See worksheet

Procedure 1. Click on the slide. Ask the class what they know about the cities of Kathy, Max, and

Pierre e.g. where is Kathy from? Where is Paris? Is San Francisco a big city? 2. Divide the class into groups of 3 students. Give each student in each group a different

city text. Tell them not to show their city text to their partners. 3. Allow a few minutes individual reading and question preparation time. Monitor and

assist with vocabulary and questions as necessary. 4. Tell the class that they should ask questions about their classmates’ cities to complete

the gaps in the texts. Instruct the ‘New York’ students to be questioned first. 5. Set a time for task completion. Monitor output. Assist with pronunciation as necessary.

Encourage the students to spell in order to check and clarify information. 6. At the end of the activity have the students check their answers together. 7. Ask the students what they know now about the cities that they didn’t know before.

Have the class vote on which of the cities they would like to live in and why. Review vocabulary, spelling and pronunciation as necessary,

Summary (Slide 10)

Invite students to briefly answer the questions on the slide. Homework (Slide 11) 1. Click on the slide. 2. Read through the assignment with the class. Check comprehension. 3. Provide students with a deadline for completion e.g., for next class.

NDEM1U1L1 3 Cities

San Francisco San Francisco is in the state of California on the west coast of the USA. It is famous for its hills. There are more than 50 hills inside the city limits. Cable cars are used to go up and down the hills and are a characteristic of the city. It is the second most densely populated city in the US after New York City with a population of 7.6 million. The Financial District, Union Square and Fisherman’s Wharf are well-known around the world. The Golden Gate Bridge links the city to Oakland. Some people say that San Francisco is the best US city to walk in and to enjoy being outdoors. Many parts of the city have a mix of business, restaurants and culture. New York New York is the largest city in the United States. More than ………………. million people live in the city. It is divided into five……………………: The Bronx, Brooklyn, Manhattan, Queens, and Staten Island. It is located at the ……………………….tip of the state of New York. New York's nickname is…………………………... The city is home to ………………. museums and 400 art galleries. New York City is the ………………………..capital of the world and many national and international corporations have their ……………………………….there. ……………………..Street is the world's leading center of finance and the home of the American Stock Exchange. The United Nations is also based in New York. Your questions:

Paris Paris is one of the major …………………………………….in Europe. The city is situated on the banks of the ……………………….River and is one of the largest European capitals. It is one of the most populated cities in Europe, with a population of about ……………million. Paris is a leading political, business and cultural centre especially for ………………..and …………………….Paris is also well-known for its classical ……………………………..and is a home to many museums, art galleries and ………………………..monuments. The Eiffel Tower is the symbol of Paris. It is ………………..meters high. Your questions:

NDEM1U1L1 3 Cities

New York New York is the largest city in the United States. More than eight million people live in the city. It is divided into five boroughs: The Bronx, Brooklyn, Manhattan, Queens, and Staten Island. It is located at the south eastern tip of the state of New York. New York's nickname is the Big Apple. The city is home to 250 museums and 400 art galleries. New York City is the business capital of the world and many national and international corporations have their headquarters there. Wall Street is the world's leading center of finance and the home of the American Stock Exchange. The United Nations is also based in New York. San Francisco San Francisco is in …………………………………….on the west coast of the USA. It is famous for it’s ………………There are more than …………hills inside the city limits. ……………..cars are used to go up and down the hills and are a characteristic of the city. It is the second most densely populated city in the US after New York City with a population of …………….million. The Financial District, Union Square and ………………………………. Wharf are well-known around the world. The …………………………Bridge links the city to Oakland. Some people say that San Francisco is the best US city to …………………… around and to enjoy being outdoors. Many parts of the city have a mix of business, restaurants and culture. Your questions:

Paris Paris is one of the major ………………………………..in Europe. The city is situated on the banks of the ……………………River and is one of the largest European capitals. It is one of the most populated cities in Europe, with a population of about ……………….million. Paris is a leading political, business and cultural centre especially for ………………and………………….. Paris is also well-known for its classical ……………………….and is home to many museums, art galleries and ………………………..monuments. The Eiffel Tower is the symbol of Paris. It is ……………… meters high. Your questions:

NDEM1U1L1 3 Cities

Paris Paris is one of the major tourist destinations in Europe. The city is situated on the banks of the Seine River and is one of the largest European capitals. It is one of the most populated cities in Europe, with a population of about 10.7 million. Paris is a leading political, business and cultural centre especially for arts and fashion. Paris is also well-known for its classical architecture and is home to many museums, art galleries and historical monuments. The Eiffel Tower is the symbol of Paris. It is 300 meters high. New York New York is the largest city in the United States. More than ………………. million people live in the city. It is divided into five……………………: The Bronx, Brooklyn, Manhattan, Queens, and Staten Island. It is located at the ……………………….tip of the state of New York. New York's nickname is…………………………... The city is home to ………………. museums and 400 art galleries. New York City is the ………………………..capital of the world and many national and international corporations have their ……………………………….there. ……………………..Street is the world's leading center of finance and the home of the American Stock Exchange. The United Nations is also based in New York. Your questions: San Francisco San Francisco is in …………………………………….on the west coast of the USA. It is famous for it’s ………………There are more than …………hills inside the city limits. ……………..cars are used to go up and down the hills and are a characteristic of the city. It is the second most densely populated city in the US after New York City with a population of …………….million. The Financial District, Union Square and ………………………………. Wharf are well-known around the world. The …………………………Bridge links the city to Oakland. Some people say that San Francisco is the best US city to …………………… around and to enjoy being outdoors. Many parts of the city have a mix of business, restaurants and culture. Your questions:

NDEM1U1L1 Word Search

E L O O X S R V S Q V T N

L Q U W E E R X G S H G E

M Z S W C U B I C R E N T

T J U E O K X S E E V I F

X H D F V T Z E M H A M R

Z E G G R E H O Q H L R B

N B C I T U N C V M A L V

R I H K E T T O Y T A D B

B I N V M R W E I B R Y V

L D B E H S O O N F N S K

K M T D O N E E P F J U H

EIGHT FIVE FOUR

NINE ONE SEVEN

SIX TEN TWO

THREE

E L O O X S R V S Q V T N

L Q U W E E R X G S H G E

M Z S W C U B I C R E N T

T J U E O K X S E E V I F

X H D F V T Z E M H A M R

Z E G G R E H O Q H L R B

N B C I T U N C V M A L V

R I H K E T T O Y T A D B

B I N V M R W E I B R Y V

L D B E H S O O N F N S K

K M T D O N E E P F J U H

EIGHT FIVE FOUR

NINE ONE SEVEN

SIX TEN

TWO THREE

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NEW DYNAMIC ENGLISH MODULE 1: UNIT 1 / Lesson 2

Unit Objectives

1. Students will be able to exchange information about people, places, occupations and

family.

2. Students will practice saying and using numbers 1-100.

3. Students will develop the ability to tell the time.

4. Students will be able to ask and answer questions about basic personal information

using direct and ‘Wh-‘question forms.

5. Students will be able to talk about themselves and their classmates in complete

sentences using the present simple.

Lesson Objectives

1. Students will review and consolidate numbers 1-100.

2. Students will extend the use of the vocabulary of occupations, family, cities and

countries.

3. Students will practice using and responding to ‘Wh-‘, direct and negative question forms.

4. Students will be given the opportunity to practice and develop fluency skills.

5. Pronunciation will be dealt with as the need arises during the lesson.

*Check homework prior to beginning the lesson. Have students work in pairs to ask and

answer the questions prepared for homework. Monitor output. Conduct a brief class

discussion about the students Internet research findings.

Activity 1: Find someone who… (Slide 2)

Objectives To help students get to know each other To develop fluency To review question forms

Activity Type Find someone who…


Preparation Cut copies of ‘Find someone who’ worksheet – 1 per student

Assumptions Students will participate actively Students will ask and answer questions

Anticipated problems Question formation

Solution Monitor and review

Time

5-10 minutes

Target Language

See worksheet

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Procedure 1. Explain to the class that this is an activity to get to know a little more about each other. 2. Give a worksheet to each student. Read through the information. Check comprehension. 3. Have students mingle around the room and ask ‘yes/no’ questions from the worksheet

to different classmates. If a classmate answers ‘yes’ to a question, the student writes the classmate’s name on the worksheet.

4. Explain that students cannot use the same person for more than one question! 5. The first student to write a name for all the questions is the winner. 6. Monitor output. Assist individual learners as required. 7. Ask questions to encourage students to report back with information about their

classmates e.g. who has a pet? 8. Review target language as necessary. Activity 2: Jobs and family (Slide 3)

Objectives To review courseware content To practice asking and answering questions

Activity Type Review

Interaction T-S (Whole class) / S-S (Group-work)

Preparation None

Assumptions Students will be able to answer questions


Solution Review

Time

5-10 minutes

Target Language

Richard Chin His first name is Richard. His family name is Chin. He is 30 years old. He teaches science and math. He likes his job. His salary is low, he doesn’t have much money. Richard is married. He has a son who is 5 years old. Richard and his family live on the 4th floor of a large apartment building. Sara Scott Her first name is Sara. Her last name is Scott. She’s 28 years old. She is a doctor and work in a large hospital. She’s a good doctor and works hard. She has a high salary. Sara isn’t married but she has a boyfriend who is a pilot. She lives in an expensive apartment. It’s very large and comfortable. Sara lives with her sister Chris who is a 24 year old ballet dancer. Henry Thornton His first name is Henry. His family name is Thornton. He’s 35 years old and is a business man. He doesn’t work hard but he has lots of money. His parents are rich. Henry lives in a big house. He isn’t married but likes Chris. Unfortunately, Chris doesn’t like him. Henry is single.

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Procedure 1. Click on the slide. Ask the class some quick-fire questions about the characters from the

courseware e.g. what’s his first name? Is he rich? Does she live in a large apartment? Is

he a teacher? Does Henry have children?

2. Divide the class into groups of three. Instruct each student in each group to take on the

role of Sara, Richard or Henry. Tell students to ask and answer questions about their jobs

and situations. Students should answer using the first person singular i.e. as one of the

courseware characters. Model an example with a confident student e.g. Sara, do you live

in a large apartment? Yes, I do.

Activity 3: Ask a question (Slide 4)

Objectives To consolidate asking and answering questions using the present simple tense

Activity Type Card game


Preparation Cut copies of answer cards – 1 set per group of 4 students

Assumptions Students will ask and answer questions

Anticipated problems Inaccuracies

Solution Peer correction

Time

10 minutes

Target Language

See worksheet Procedure 1. Click on the slide. Model the activity content by asking some students to answer the

questions. Ensure that students give appropriate responses.

2. Tell the students that they are going to play a question and answer card game.

Demonstrate by taking a card e.g. ‘Yes, we are’ and ask the class a question to

encourage this answer e.g. are you … (nationality)? Show the class the answer card.

3. Divide the class into groups of four and hand out one set of cards to each group.

4. Invite a student in each group to shuffle and deal out the cards.

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5. The first student picks one of his or her cards and thinks of a question to obtain the

answer written on the card. S/he asks a classmate in the group the question. If the

classmate gives the answer on the card the student asking can keep the card, if not the

card is discarded.

6. Students continue to take turns asking and answering questions until someone has used

all their cards and is announced the winner.

7. Set a time for task completion.

8. Monitor output and assist individual learners.

9. Review target language as required.

Activity 4: Numbers 11-20 (Slide 5)

Objective To practice recognition and pronunciation of numbers 11-20

Activity Type 1. Clapping game 2.Dictation

Interaction S-S (Whole-class)

Preparation None

Assumptions Students will recognise target numbers and order


Solution Drill

Time

10 minutes

Target Language

a) I’m 18 years old. b) Write the word 14 c) Put these letters in order to spell a number: ytewn d) 6 and 6 =? e) There are eight people in my family. f) That’s $11 please. g) Which numbers comes after 16? h) In some countries the number 13 is unlucky. i) 9 and 6 =? j) My brother is one year older than me, he’s….?

Procedure 1. Do not click on the slide at this stage.

2. Invite the students to sit (or stand) in a circle. Tell them that they are going to count

from one to twenty moving around the circle.

3. Ask the class for the meanings of ‘odd’ and ‘even’ numbers. Write examples on the

board as required.

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4. Explain that as they count around the circle students with even numbers must clap

instead of counting i.e. student 1 says ‘One’, student 2 claps, student 3 says ‘Three’ and

student 4 claps.

5. Continue until all the target numbers have been announced. Add variety and challenge

to the game by changing the rules e.g. have students clap for odd numbers or only

numbers containing ‘two’ or simply conduct the game at a faster speed.

6. Drill the pronunciation of the numbers with the class. Write the numbers on the board.

7. Tell the class that they will need a sheet of paper to write down the information you are

going to give them.

8. Read out the dictation from the Target Language box twice.

9. Click on the slide. Allow the students to check their answers.

Activity 5: Countries and Capitals (Slides 6-7)

Objectives To review courseware content To extend countries and capitals vocabulary

Activity Type Matching exercise

Interaction T-S (Whole class)

Preparation None

Assumptions Students will match countries and cities


Solution Peer input

Time

5-10 minutes

Target Language

Answers: 1d) 2a) 3f) 4b) 5c) 6g) 7h) 8e).

Procedure 1. Click on slide 6. 2. Instruct the students to work in pairs to match the capital cities with the countries. 3. Check the answers in the Target Language box. 4. Review question and answer forms by asking the class about the cities e.g. where’s

Warsaw. It’s in Poland. Is it in Europe? Yes, it is. 5. Have the students choose one city or country from the list and tell their partner what

they know about the place. Set a time for task completion. 6. Invite the students to tell the class what their partner said about their chosen place. 7. Click on slide 7. Invite volunteers to come forward to indicate places on the map in

response to your questions e.g. where’s France? In which country do people speak Japanese? Where is the Atlantic Ocean? Where are you from? Which country has a lot of

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snow? Which country is very hot? Which country is in the middle of Europe? Which country is between Egypt and Algeria? Optional: invite a student / students to come to the front of the class to ask the class similar questions.

Activity 8: Geography Quiz (Slide 8)

Objectives To develop listening comprehension To extend geography vocabulary

Activity Type Quiz


Preparation Geography Quiz questions – teacher only Option: world map

Assumptions Students will exchange ideas

Anticipated problems Vocabulary

Solution Feed in vocabulary

Time

10-15 minutes

Target Language

See Geography quiz question sheet

Procedure 1. Divide the class into two teams (more teams in larger classes). 2. Tell the class that you are going to ask some questions to find out how good their

knowledge of geography is. 3. Either have the students call out the answers and accept the first correct response or

have the students write down their answers in their teams and check correct responses at the end of the quiz.

4. Award points for each correct answer and announce the winning team. Use a world map as reference for unknown answers.

Activity 9: Talking about numbers (Slide 9)

Objectives To develop fluency skills in talking about numbers

Activity Type Discussion


Preparation None

Assumptions Students will exchange information

Anticipated problems Uneven participation

Solution Monitor

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Time

5-10 minutes

Target Language

Student generated language

Procedure 1. Click on the slide. Read through the questions with the class. Check comprehension. 2. Divide the class into groups of 4-6 students. Set a time for task completion. 3. Monitor output. Encourage students to ask each other follow-up questions to keep the

discussion flowing. 4. Monitor output. Note down some examples of common inaccuracies. 5. Conduct a brief class discussion about findings. Summary (Slide 10) Invite students to briefly answer the questions on the slide. Homework (Slide 11) 1. Distribute copies of the crossword – 1 per student.

2. Instruct the students to complete the crossword using the clues. Check task

comprehension.

3. Provide students with a deadline for completion e.g., for next class.

NDEM1U1L2 Ask a question

Yes, I am

Yes, he is

Yes, she is

Yes, it is

Yes, we are

Yes, they are

Yes, I do

Yes, he does

Yes, she does

No, I’m not

No, he isn’t

No, she isn’t

No, they aren’t

No, I don’t

No, they don’t

No, he doesn’t

NDEM1U1L2 Crossword

Geography Crossword

Across 1. Brasilia is the capital of this country 5. This country has the second largest population after China 7. Kangaroos come from this country 9. The oldest country in the world 10. The country of the pyramids Down 2. The capital of England 3. The country of the Great Wall 4. People eat pasta in this country 6. They speak German in this country 8. The capital city is Moscow

NDEM1U1L2 Find someone who

loves to sing has a pet

has a birthday close to today

can type quickly

speaks more than 2 languages

can tell you the capital of France

knows where Max lives

is afraid of heights

is wearing trainers has visited 3 countries

has always lived in this town

likes English

………………………………………………………………………………………………………

Find someone who…

loves to sing has a pet

has a birthday close to today

can type quickly

speaks more than 2 languages

can tell you the capital of France

knows where Max lives

is afraid of heights

is wearing trainers has visited 3 countries

has always lived in this town

likes English

NDEM1U1L1 Geography quiz questions

1. Which is bigger, a lake or an ocean? an ocean

2. Which country has the most people? China

3. What is the capital city of Norway? Oslo

4. What is the biggest state in the USA? Alaska

5. Which ocean is between the USA and Europe? The Atlantic

6. Where is the Eiffel Tower? Paris, France

7. Name a country beginning with the letter ‘R’ Russia, Rwanda, Romania

8. Which is bigger, a hill or a mountain? a mountain

9. Where are the great pyramids? Egypt

10. Which is larger, a river or a stream? a river

11. Where do people speak German? Germany

12. What is the capital of Thailand? Bangkok

13. Is the Sahara desert in Asia? No, it’s in Africa.

14. Name the two longest rivers in the world Amazon & Nile

15. How many continents are there? 7

16. Where do Dutch people come from? Holland / The Netherlands

17. Which of these countries isn’t in Europe? Spain, Peru, Poland, Belgium.

Peru (South America)

18. Is Portugal in Europe? Yes, it is

19. Which state is San Francisco in? California

20. Where does pizza come from? Italy

new dynamic english module 1: unit 1 / lesson 1 unit

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