[susan53]

I start with a dialogue of friends discussing what birthday present to by for another friend. It goes something like :

A- OK, what shall we buy Sallie for her birthday?
B -Why don't we buy her a book?
C-No, she hates reading. What about getting her an IPod?
D- Oh no! I don't think that's a good idea- it's much too expensive. Let's get her a kitten. She loves animals.
A- Yes, but her mother is allergic to cats. Let's keep thinking. How about getting her .....

and so on until you've used up all the suggestions and rejection exponents you want to teach. The dialogue goes suggestion-rejection up to the last suggestion which is accepted, at which point everyone says That's a good idea / I like that idea etc.

The students have the dialogue cut up into individual lines and jumbled, and have to put it back in order. (Notice that every suggestion only has one logical reply) Once they've done so you can then check understanding and list the exponents on the board.

This is a slightly more involving way of presenting the exponents than just putting them on the board to start with. You can then use the dialogue for repetition work before going into practice activities.