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Twins
This unit should take 4-5 hours, depending on time, interest, and extension activities. It is designed for intermediate level students age 14 and above. Objectives Students will: Materials to Print
Activities Activity I: Discussion (20 minutes) Ask students about their siblings. Find out who is an only child, who has brothers and sisters, and who, if anyone, has a twin sister or brother (suggested questions are found in Printout I). Then ask students to take notes about what they like about having or not having siblings, and what they don't like. Ask two or three students to present their responses to the class. Get a discussion going by asking the other students to respond to the readings with questions and comments. You can lead them by asking example questions (Printout I). Activity II: Famous Twins (20-30 minutes) Ask pairs of students to use the Internet to find information on famous twins. This can be an in-class or homework exercise. Students can use the "Famous Twin Worksheet" in Printout II. For example, a student might find that Elvis Presley was a twin. That student should research who Elvis was and, if possible, who his twin was (Elvis's twin died at birth). They can find a list of famous twins at Twins Magazine or Twins World. Students can then use the Internet to research one of these famous twins or parents of twins. Once they have found the information, ask them to present their findings to the class. (Quiz answers: 1.b; 2.c; 3.a; 4d) Activity III: Pre-reading (20 minutes) Break the students into groups of 3-4. Assign each group a number of vocabulary words on the list (try to vary the difficulty) and ask them to define them, using each other, dictionaries, the Internet or the teacher as resources. Ask them to give the definitions they found to the rest of the class. Add corrections when necessary. Activity IV: Reading (20 minutes) The students can read the passage on twins in class or as homework and then answer the comprehension questions. In groups, students should share answers and decide on a group response to each question to agree on answers to the comprehension questions. Activity V: Grammar (25 minutes) Review possessive adjectives (my, your, her, his, its, our, their) and pronouns (mine, yours, hers, his, its, ours, theirs) with your students. Remind them of the difference between its (possessive) and it's (it is) and between their (possessive), they're (they are) and there (location). Also review the interrogative possessive (whose). Model a few examples of each on the board (It's my drink. It's mine.). Activity VI: Writing One-Act Plays (30-40 minutes) Have students read the dialogue in Printout V. Then have two of them get into "twins" and act out the dialogue with each other. Ask students to write their own plays or dialogues about an argument between twins. This activity can be done as a homework exercise. When they hand in their plays, make photocopies so that they can be performed in class. Activity VII: Classroom Twins (15 Minutes) Which students look most alike in the classroom? Which ones act most alike? Ask students to find "twins" within your classroom, labeling them identical or fraternal, based on their reasons for labeling them. Cast these "twins" into the plays the students have written about twins. Activity VIII: One-Act Play Performance (45-60 minutes) Once the skits have been cast, give students 20 minutes to rehearse their plays. Ask them to add actions and movement so that they are performing a play instead of just reading the scenes aloud. Divide the rehearsal time in half so that the pairs can practice both students' plays. While they rehearse, create a stage in the classroom, or use a real stage if one is available. Have students perform their one-act plays. |