Posted on by karolasenglishblog

FutureMe 

This is a board game activity to talk about Future You and to revise future tenses.

Level: A2+

Objectives:

  1. To practise and/or review the use of future tenses
  2. To review different ways to talk about the future
  3. To help students choose the most appropriate future tense
  4. To develop speaking skills

Materials (Click on the worksheet below to download the PDF file):

futuremeDownload

Procedure:

  1. Write the word EXERCISE on the board and ask students to try and predict what exercise goals you have set for the nearest future. After a few minutes ask them to share their ideas and then write both your own answers on the board as well as your students’. Compare both sets and go through the tenses the students used to talk about your future exercise plans. The examples below are true and I am trying my best to stick to my guns 😉

I am going for a run tomorrow ( Present Continuous for future plans).

I am going to join a running club next week (Going to for something decided in advance).

I think I will go for a run early in the morning tomorrow ( Future Simple for things we believe will happen in the future).

I will be running by the lake at this time tomorrow ( Future Continuous for temporary actions that will be in progress at a certain time in the future).

I will have completed a 10km race by the end of April (Future Perfect for actions that will be completed by a certain time in the future).

  1. Display FutureMe board game on the screen.
  2. In pairs or small groups, one of the students throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the topic.
  3. All the player (s) write down at least 3 examples related to the topic they have landed on (e.g. Exercise) and using at least 3 different ways to express future plans ( e.g. Going to, Future Simple and Future Perfect). 
  4. The students then share what they have come up with and discuss it in more detail.
  5. Encourage students to ask each other additional questions and give examples and don’t forget to correct and/ or find opportunities to help students express themselves more precisely and accurately throughout the activity.
  6. At the end, ask students to share which of their classmates’ answers inspired, surprised or encouraged them to set new goals for themselves.

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Posted on by karolasenglishblog

Up to 50% off

Introduction:

These are two board game activities to talk about shopping. I live in Spain where the winter sales usually start around the 7th although certain cities like Madrid bring them forward to 1 January. For that reason I thought it was just the right time to talk about shopping and reflect on our spending habits, on how much we consume and how much of it is done on impulse rather than consciously and intentionally.

Both games are about shopping and spending but I would suggest Shop till you drop for younger learners and adults with an intermediate level of English. Add to cart, on the other hand, is more suitable for advanced or proficient learners and ones that are quite talkative and love debating challenging topics.

Do not forget to feed students new vocabulary throughout the activity and obviously do not forget about correction.  You could also prepare a thematic vocabulary list and send it to your students before the class or ask them to research the topic themselves and then teach others new words they have learnt.

As always encourage students to ask each other questions and comment on each other’s responses. 

Level: A2, B1, B2 (Shop till you drop)

Level: C1, C2 (Add to cart)

Objectives:

  1. To practise speaking about shopping habits

Materials (Click on the worksheets below to download the PDF files):

shop-till-you-dropDownload
add-to-cartDownload

A die (use an online dice roller) 

Procedure:

  1. Give students a copy of one of the board games or display it on the screen.
  2. The teacher (or students if they are working in small groups or pairs) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  3. The players then answer the question in small groups or pairs and in as much depth as possible. Encourage students to ask additional questions and ask for clarification and further explanation. At the end, ask students to tell you which questions or comments made by their classmates made them rethink their spending habits.

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Turn over a new leaf

Property of Natalia Wyrzykowska

Introduction:

This is a board game activity to talk about New Year’s Resolutions. It is a great way to help students practise speaking skills as well as reflect on their goals and plans for the following year. This activity is also a great opportunity to review future tenses if you think your students might benefit from it or need it.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. 

Level: B1+

Objectives:

  1. To write new year resolutions
  2. To practise speaking skills
  3. To increase fluency and confidence

Materials:

turn-over-a-new-leafDownload

A die (or an online dice roller) 

Procedure:

  1. Write the words New Year’s Resolutions on the board and check that all students understand the meaning and/or concept of it.
  2. Give students examples of some resolutions you have made in the past e.g. to go for a run three times a week, to move house, to go to the beach more often, to eat less pasta, to refine your style etc. and ask them to guess which ones you managed to stick to and which ones you didn’t manage to keep.
  3. Put students in pairs or small groups and ask them to choose 5 resolutions for the coming year that they plan to keep and discuss them with their partner(s).
  4. Display Turn over a new leaf on the screen.
  5. In pairs or small groups, one of the students throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the topic.
  6. The player (s) discuss the resolution they have landed on. I have given you a list of questions the students can answer to help them out if the conversation runs dry: 1. Does it match any of the resolutions you wrote down in the previous activity? 2. Have you ever made a similar resolution? 3. Would you be happy to add it to your list? 4. If you have made a similar resolution before, were you successful in sticking to it? 5. If you have tried to do it before, what advice would you give to your classmates?
  7. Encourage students to ask additional questions and ask for clarification and details. 
  8. At the end, ask students to review their initial lists to see if they want to add any new ideas to them. Also ask students to put their resolutions in order of difficulty and give reasons why.

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Posted on by karolasenglishblog · 1 Comment

Pros and Cons

Pros and cons of having an amazing sister: Pros: Countless. Cons: Can’t think of any 🙂

Introduction:

This is a board game activity to talk about pros and cons. It is a great way to help students practise speaking about considering different options and making decisions.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. 

Level: B1+

Objectives:

  1. To practise speaking about pros and cons
  2. To introduce pros and cons expressions
  3. To increase fluency and confidence

Materials:

pros-and-consDownload
pros-and-cons-expressionsDownload

A die (or an online dice roller) 

Procedure:

  1. Brainstorm pros and cons expressions (I have included a pdf to get you started. Give students examples of the expressions in context to make sure they know how to use them in the discussion later on).
  2. Give students a copy of the board game or display it on the screen.
  3. Put students in pairs or small groups.
  4. One of the students throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the topic.
  5. The player (s) discuss the advantages and/or disadvantages of a topic they have landed on. You could turn it into a competition and ask students to write down the advantages or disadvantages down and see who can come up with more. Also, the crazier the better as long as they are expressed correctly 😉
  6. Encourage students to ask additional questions and ask for clarification and details. Whilst the students are speaking you could ask others to note down expressions used by the speaker that I have included in the pdf (Materials).
  7. At the end, ask students to choose one topic that has not been discussed and using the expressions from the pdf write 3 advantages and 3 disadvantages of a given issue.

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Posted on by karolasenglishblog · 1 Comment

On top of the world

Introduction:

This is an activity to introduce and practise idioms with the word TOP. Students first complete the idioms with the missing word, match the idioms to their definitions (Exercise 2), complete the sentences in Exercise 3 with their own ideas and then complete and answer questions (Exercise 4) in pairs or small groups.

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce idioms with the word TOP.
  2. To increase familiarity and correct use of idioms with the word TOP.
  3. To develop fluency and answer questions containing the target language in pairs.

Materials:

on-top-of-the-worldDownload
on-top-of-the-world-answersDownload

Procedure:

  1. Hand out a copy of On top of the world Worksheet and ask students to place the sheets of paper in front of them FACE DOWN.
  2. Tell them to, on the word GO, turn over the worksheet, scan the expressions in Exercise 1 and find ONE word that completes ALL expressions. Tell students the SAME word is missing from all the expressions.
  3. Check together as a class.
  4. Now ask students to come up with their own definitions of the idioms using the context provided (Exercise 2). Tell them not to look at the definitions provided on the right.
  5. Now ask students to match the idioms to their definitions on the right.
  6. Check together as a class but again ask students to first compare their answers with their classmates and justify their answers. 
  7. Ask students to complete sentences in Exercise 3 with their own ideas. They will have the opportunity to see the expressions in a different context.
  8. When they have finished, ask them to discuss their answers with their classmates and provide more detail.
  9. Next students complete the expressions with the missing words (Exercise 4) and answer the questions in pairs or small groups.
  10. When the students have finished, ask them to share what they have learnt about their classmates.

Fast finishers: 

Ask students to draw, define, describe and write a sentence with 4 chosen expressions.

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Posted on by karolasenglishblog · 2 Comments

BFF

With my BFF 🙂
Image property of Karolina Wyrzykowska

Introduction:

This is a board game activity to talk about friends and friendships. It is a great way to help students practise speaking and develop fluency, and prepare for speaking exams.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. Ask students to research the topic before the class and then teach others the vocabulary they have prepared.

As always encourage students to comment on each other’s responses and elaborate as much as possible.

Level: B1+

Objectives:

  1. To practise speaking about friends and friendships.
  2. To increase fluency and confidence.

Materials (Click on the worksheet below to download the PDF file):

bffDownload

A die (use an online dice roller) 

Procedure:

  1. Brainstorm relationship vocabulary. 
  2. Give students a copy of the board game or display it on the screen.
  3. The teacher (or one of the students) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. The player must then answer the question and provide their classmates with as much detail as possible. Encourage students to ask additional questions and ask for clarification and details. Whilst the student is speaking you could ask others to note down specific vocabulary related to friends and relationships in general that he/she used and that were mentioned in the brainstorming session at the beginning of the activity.
  5. At the end, ask students to give you three unexpected things they have learnt about their classmates.

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Quite a conversation piece


Reaching for the light
(All images are property of Karolina Wyrzykowska)

Introduction:

This is a board game activity to talk about the weather. It is a great way to help students practise speaking and develop fluency, prepare for the FCE /CAE speaking exams and a great excuse to chat about, surely, everyone’s favourite topic.

Don’t forget to feed students new vocabulary throughout the activity and obviously draw their attention to any mistakes they might be making or find opportunities to help them express themselves more effectively and precisely. You could always prepare a thematic vocabulary list and send it to the students before the class or even ask them to research the topic themselves and then teach others the vocabulary they have prepared.

As always encourage students to comment on each other’s responses. 

Level: B1+

Objectives:

  1. To practise speaking about the weather.
  2. To increase fluency and confidence.

Materials (Click on the worksheet below to download the PDF file):

quite-a-conversation-pieceDownload

A die (use an online dice roller) 

Procedure:

  1. Brainstorm weather vocabulary. 
  2. Give students a copy of the board game or display it on the screen.
  3. The teacher (or one of the students) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. The player must then answer the question and provide their classmates with as much detail as possible. Encourage students to ask additional questions and ask for clarification and details. Whilst the student is speaking you could ask others to note down specific vocabulary related to the weather that he/she used and that were mentioned in the brainstorming session at the beginning of the activity.
  5. At the end, ask students to give you three unexpected things they have learnt about their classmates.

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Cutting the first turf

Last days of summer… milking it for all it’s worth 😉

This is an activity for B1 students to review some of the most common mistakes they make and also to cut the first turf… or lay the first stone… or get their feet wet… or simply to break the ice. You get the picture 😉

September again. Back to school.

I have created this activity based on the mistakes my new Spanish students made in a recent speaking activity. It was our first class and I gave them a variety of topics they had to use to create questions for each other e.g. food, free time, travel, school or/and work etc. and it worked really well as they were very talkative from the word go. However, it is not always the case and sometimes students find it hard not only to start speaking without inhibitions on the first day but also to come up with questions to ask their classmates. For that reason I thought of having a list of questions they can use … but not without them having to do some work first 😉 

Students correct the mistakes in pairs, which is definitely less intimidating and then change pairs to interview their classmate(s) which gives them an opportunity to interact with someone new. 

It is a lovely error correction activity, a slightly different way to start a new class and an easy way to assess your students’ language level. Enjoy.

Level: B1

Time: 45 minutes

Objectives:

  1. To identify and correct common mistakes made by B1 students
  2. To interview classmates
  3. To cut the first turf

Materials (Click on the worksheet below to download the PDF file):

cutting-the-first-turfDownload
cutting-the-first-turf-answersDownload

Procedure:

  1. Give each student a Cutting the first turf Worksheet and in pairs, or groups of three, ask them to correct the mistakes in questions 1 to 20
  2. When the students have finished, check together as a class
  3. In new pairs, or groups of three, students now interview each other using the corrected questions
  4. Set a timer (maybe 4 minutes) and ask students to write down as much as they can remember about the partner they have just interviewed
  5. If you still have time left students can interview another classmate

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Posted on by karolasenglishblog · 2 Comments

First things first

Introduction:

This is a creative speaking activity inspired by a great book by Edward de Bono called “Creativity Workout”. Students obtain random verbs and describe something they have done for the first time using the verbs from the board.

I have also included two audios for you to play to your students. Two of my friends kindly agreed to model the activity for you. My friend Adam talked about the first time he travelled abroad and my friend Claire spoke about the first time she visited Spain. Both of my friends are British English speakers and come from Norwich, UK. You could play the recordings to your students and they could tick the verbs they hear. This way your students get some great listening practice too.

Teacher tip/ reflection:

It is easy to get stuck in a rut and only do things we like or are good at. It happens to me in all areas of my life but particularly when it comes to physical exercise. When I finally manage to perfect a certain exercise routine I tend to do it over and over again simply because it makes me feel good to be able to do it well and also because I am able to switch off as the moves have become automatic through constant repetition.

Any attempt at changing the routine is met with a negative reaction from my body. It is natural. We want to go back to the old and familiar. So I gently steer myself in the direction of something new e.g. by choosing new exercises but sticking to the same time of day, selecting the same trainer (Yoga with Adriene) but a longer/shorter video or starting a new routine and “rewarding” myself with something “old and comforting” from time to time. In other words, I trick my brain to get out of my comfort zone.

The idea behind random words is exactly the same. It is to challenge your students to use the verbs in a new creative way and encourage them to come up with structures that they might otherwise avoid because it is uncomfortable and requires too much effort. The resistance to the unfamiliar is huge and I think that these types of exercises help to shake things up a little. And on that note, I would like to commit myself to doing some new yoga poses tonight. If I expect my students to try new ways of doing things, I might as well do the same 🙂

I am going to end this little reflection section with a quote:

“Move out of your comfort zone. You can only grow if you are willing to feel awkward and uncomfortable when you try something new.”- Brian Tracy

Objectives:

  1. To use irregular verbs in a new and memorable way
  2. To revise irregular verbs
  3. To get out of your comfort zone

Materials:  

  1. One die per pair or small group
  2. First things first board game
The first time I travelled abroad by Adam. Thank you.
The first time I visited Spain by Claire. Thank you.
first-things-firstDownload

Procedure:

  1. Hand out First things first to each team or simply display it on the screen.
  2. To obtain verbs for the activity students throw the die twice: the first throw indicates which column they are going to use and the second indicates which row they are going to use e.g. Obtain four random verbs and describe the first time you bought something really expensive. Below I have written down some ideas to get you started:

Describe the first time you: 

  1. Cooked something 
  2. Drove a car 
  3. Gave a presentation in English
  4. Got dressed up
  5. Got into trouble 
  6. Had to apologise to someone 
  7. Played truant 
  8. Slept in a tent 
  9. Stayed at a hotel 
  10. Swam in an ocean
  11. Told someone you loved them 
  12. Took a flight 
  13. Took a train
  14. Tried spicy food
  15. Was offered a job 
  16. Went abroad
  17. Went on a school trip 
  18. Went on holiday 
  19. Went to a club 
  20. Went to a live concert
  21. Went to a wedding 
  22. Went to school
  23. Went to the cinema 
  24. Were in a hospital
  25. Were late for work/school
  26. Wore makeup

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Posted on by karolasenglishblog

From head to toe

Introduction:

This is an activity to introduce and practise body part idioms. Students complete the idioms with the missing body parts, match the expressions to their definitions, complete the questions with body parts and then the sentences with the idioms.

Teacher tips: 

  1. Ask students to define what the expressions mean before you give them your definitions. I found that they were able to define the majority of the expressions if not all of them. Here are the examples of some definitions my students gave in class (in brackets): To be off your head (crazy), To find your feet (to get to know something, to settle down, to adapt to smth), To get out of hand (to lose control), To get a slap on the wrist (to be warned, to be threatened, to be punished), To give someone the cold shoulder (to stand someone up, to ignore someone), To keep your nose clean (to do things correctly, to do what is expected of you, not to draw attention to yourself, to avoid making a mistake), To keep someone on their toes (to control, to keep track of), To play it by ear (to improvise, let’s see how it goes), To stick one’s neck out (to be brave, to have courage). Well done you guys 😉
  2. Make sure students understand the difference between to keep sb on their toes and to keep your nose clean as some of my students got a bit confused.
  3. When introducing new vocabulary and embedding it in a sentence, think of examples that make the meaning of the new word/ expression very clear. This is not the time to be subtle. I have often made a mistake of providing students with examples that were either too vague or contained more new vocabulary which confused them further. Exercise 4 example 3 He had only been out of prison for a month, so he was trying to keep his nose clean caused some confusion and students thought to find your feet also made sense.
  4. Research the origin of each idiom before the class. It is not only fun but also helpful for students to know the story behind the expressions and it is so much easier to memorise something you can associate with an image, an anecdote, a joke etc. My favorite idiom in this lesson is to find one’s feet which is believed to refer to babies standing up and learning to walk (Source: http://www.theidioms.com)

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce idioms with body parts.
  2. To complete the idioms with different body parts.
  3. To match the idioms to their definitions.
  4. To complete the questions with the missing body parts.
  5. To answer the questions containing the target language.
  6. To complete the sentences with the missing idioms.

Materials:

from-head-to-toeDownload
from-head-to-toe-answersDownload

Procedure:

  1. Hand out a copy of From head to toe to each student or display it on the screen.
  2. In pairs, ask students to unscramble the letters in each sentence to form the names of body parts. Even if the students don’t know any of the expressions they will still be able to complete the task with the letters provided which sets them up for success from the start. 
  3. Check together as a class.
  4. Ask students to come up with their own definitions of the idioms using the context provided. Many of my students were able to do it really well and it motivated them even more which was very satisfying to watch.
  5. Now ask students to match the idioms to their definitions.
  6. Check together as a class but again ask students to first compare their answers with their classmates and justify their answers. In most cases they will be able to see how similar their definitions were to the actual definitions of the idioms, which builds students’ confidence and shows them how much they can get from context and without the teacher’s help.
  7. Go to Exercise 3 and ask students to complete the questions with the missing body parts. Encourage them to do the exercise from memory. When they have finished, ask them to compare with their partner and then check together as a class. In pairs or small groups students now answer the questions.
  8. Last but not least go to Exercise 4 and ask students to complete the sentences with the missing idioms and again try to do it from memory. 
  9. Check together as a class.

Fast finisher ideas:

  1. Ask students to choose 4 or 5 idioms and draw their literal and figurative meaning.
  2. Research the origin of a chosen idiom and later share your findings with the rest of the class.

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