The first part of this activity is pretty easy and most classes should be able to handle it. The second part is a bit more difficult and you might want to move onto something different or simplify it a bit. For the first part I put the students into groups but for the second part depending on class size I'll have them work in pairs, as individuals or as groups. It also depends on what the JTE prefers.
I generally use it for the third year students studying indirect questions but it can be used for a 2nd year class doing superlatives. I have a 'Most of Canada Quiz' I usually use for the 2nd year students.
The information in this quiz is based on internet research. The three choices are based on top ten answers I found online and then the next three pictures show other examples in the top ten.
The Youtube video question after you give the answer maybe share the fact that the top video has been viewed more than 5.5 billion times.
The most powerful person question's answer changed in 2018. Up until then it was Putin but now Xinping has no term limits.
How to do the Activity
Part one is a straight forward three choice quiz. The worksheet has parts of the sentences and questions. The students fill them out and a member of each group brings their answer to a teacher. After each group has brought their answer do an answer check and move on.
The second part has the students write three lines on their worksheet. A question for the ALT/JTE, their answer to the question and an extra line with the reason why or a little more information. For example 'Do you know who the best teacher in our school is?' 'I think it is Mr. Tanaka.' 'He is very smart'.
After that they will come to the ALT/JTE (alone, in pairs, etc) and ask the question, listen for the teacher's response, give their response and then answer a question or two from the ALT/JTE. Then go back and make another question.
The presentation shows two examples of these types of conversations. They present three patterns the students might encounter when talking to the teachers. In the first the teacher doesn't know and simply asks the student the answer, in the second the teachers guesses but it is different than the student's answer and in the third the teacher guesses the same answer as the student. Regardless of the pattern after the first part the teacher asks a question or they talk a little and then move on.
Finally there is a list of possible questions.
When I do the second part with students I generally give stickers as rewards for completing two dialogues with a teacher. Maybe more or maybe less depending on the class.
The opening quiz could be used as an introduction to a presentation assignment too.