Worn to a frazzle? Relax with a puzzle

Introduction:

This is a puzzle I created using Free Discovery Education Puzzle Maker. The idea is to recycle some of the vocabulary students have used in Mirror mirror on the wall… (Previous post).

Level: B2+

Time: 20 minutes

Objectives:

  1. To recycle and revise vocabulary used to describe physical appearance by unscrambling the 12 jumbled words.
  2. To discuss a famous quote by Ovid.

Materials:

Printable Mirror mirror on the wall…double puzzle, one per student.

Procedure:

  1. Hand each student a copy of the printable worksheet, Mirror mirror on the wall…double puzzle.
  2. Individually, the students must unscramble the 12 jumbled words and put the letters in the numbered boxes into the corresponding boxes at the bottom of the page to reveal a quote by Ovid.
  3. When the students have finished, they compare their answers and discuss the quote in pairs.

Solution: First appearance deceives many.

*** Ovid (43BC – AD 17), a Roman poet and scholar.

Mirror Mirror on the wall double puzzle

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Mirror Mirror on the wall…

 

 

Mirror Mirror on the wall…

Introduction: 

These are activities for intermediate students to introduce vocabulary describing body, face and hair. Students categorise words into groups, draw a picture of their classmate and write a brief description of themselves for comparison.

Level: B2

Time: 55 minutes

Objectives:

  1. To introduce vocabulary describing body, face and hair.
  2. To draw a picture of a classmate.
  3. To write a brief description of a student’s own physical appearance.
  4. To find similarities between the students’ drawings of their classmates and the classmates’ description of themselves.

Materials:

  1. Mirror Mirror on the wall…Worksheet A, one per student.
  2. Mirror Mirror on the wall…Worksheet B, one per student.

Procedure:

  1. Show students several images of celebrities and elicit some words to describe their physical appearance and write them on the board e.g. short, tall etc.
  2. Put students into pairs and hand each student Mirror Mirror on the wall…  Worksheet A.
  3. Go through the words as a class to make sure the students understand meaning and pronunciation.
  4. In pairs, students complete Exercise 1.
  5. Monitor and provide feedback.
  6. When the students have finished, hand out Mirror Mirror on the wall…Worksheet B. In pairs, students must draw each other in the frame provided. Make sure the students don’t look at their partner’s pictures until you tell them so.
  7. When the students have finished, they now briefly describe their physical appearance using at least 7 new words from Exercise 1 of Mirror Mirror on the wall…Worksheet A.
  8. When the students have finished, they must compare their description of themselves with the drawing made by their partner and try to find 3 similarities and 3 differences. For example, In your drawing I have a round face but in my description I wrote that my face was oval. I have long wavy hair in both the drawing and the description.
  9. Ask students to share with the group how many similarities and differences they managed to find.

Fast finishers / homework: 

  1. Individually, students complete Exercise 2 of Mirror Mirror on the wall…Worksheet A.  When finished, they compare their answers with another classmate.

Mirror Mirror on the wall…Worksheet A

Mirror Mirror on the wall…Worksheet B

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Hit the road

20170322_122946Introduction: 

These are activities for intermediate students to review travel related phrasal verbs. Students write their own definitions of the phrasal verbs and answer related questions in pairs or groups.

Level: B1+

Time: 45 minutes

Objectives:

  1. To review travel related phrasal verbs.
  2. To provide definitions of the travel related phrasal verbs.
  3. To use the phrasal verbs in meaningful context whilst answering questions in pairs or small groups.

Materials:

  1. Hit the road! Worksheet A, one per student.
  2. Hit the road! Worksheet B, one per pair or small group, cut up.

Procedure:

  1. Hand each student Hit the road! Worksheet A.
  2. Individually, students write their own definitions of the 15 phrasal verbs on the list.
  3. When the students have finished, they compare their answers with a partner.
  4. Check the answers and clarify meanings as a class.
  5. Hand each pair, or small group, a complete cut up set of questions from Hit the road! Worksheet B.
  6. In pairs or small groups, students discuss and answer the questions on each of the cards incorporating the phrasal verbs from the questions into their answers.
  7. Ask students to share the most interesting answers they have heard with the rest of the group.

Fast finishers:

Students briefly describe what they are going to do next time they go away for a few days, using as many of the phrasal verbs as possible. The student who manages to include all the verbs into their response wins, e.g. I will set off early to avoid traffic. I will book into a nice hotel by the beach, switch off my phone, kick back and relax.

Hit the road! Worksheet A

Hit the road! Worksheet B

P.S. Kick back and enjoy your holiday Alex.

 

Decisions, decisions…!

Introduction: 

This is a fun hypothetical game for upper intermediate students to introduce work related idioms and expressions. They become familiar with the expressions and their meanings before a speaking activity in which they answer questions that begin with “Would you rather…?” and justify their answers.

Level: B2+

Time: 45 minutes

Objectives:

  1. To familiarise students with work related idioms and expressions.
  2. To give students an opportunity to practise the new idioms and expressions in context.

Materials:

  1. Bingo cards, one per student.
  2. Definitions sheet, one teacher copy.
  3. Decisions, decisions…! Cards. 12 cards printed and cut up, one set per pair / group of three.
  4. Fast finishers / homework worksheet, one per student.

Procedure:

Part 1: 

  1. Give every student a bingo card and give them some time to look at the work related idioms and expressions. Clarify meanings briefly as a class.
  2. Explain that there will be 4 rounds.
  3. Call out the definitions from the definitions sheet; students must match the definitions to the expressions on their cards and cross them out.
  4. When a student manages to cross out all the expressions in a line horizontally or vertically, they must shout ‘bingo’. If the student is incorrect they are disqualified from that round. If they are correct, they receive a point and the game begins again; continue until four rounds have been played.

Part 2: 

  1. Put students into pairs or groups of three.
  2. Hand each pair or group a set of “Decisions, decisions…! Cards”. 
  3. Player 1 chooses a card and reads the question to the other player(s), who must choose one of the two options and justify their choice. They cannot answer “both” or “neither”. Players take it in turns or continue left if in a group of three. The game continues until all the cards have been answered.
  4. Monitor to ensure understanding and encourage them to repeat the expressions on their answers to reinforce learning.

Fast finishers/ homework: 

  1. Hand out Fast finishers / homework worksheet and ask students to complete the exercises individually. Once students have finished, they compare their answers in their pairs or groups of three.

Bingo cards

Definitions sheet

Decisions, decisions…! Cards

Fast finishers_homework worksheet

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What a lame excuse!

Introduction: 

This is a role-play to practise the structure of ‘have something done’. Students have bumped into an old friend and are trying to arrange a meeting but, unfortunately, they seem to be too busy having their eyebrows waxed and their coats dry cleaned to meet up with their friend.

Level: B1 +

Time: 45 minutes  

Objectives:

  1. To clarify and reinforce the structure have something done. 
  2. To do a role-play to practise and increase confidence in the correct use of have something done.

Materials:

  1. What a lame excuse PDF worksheet

Procedure:

  1. Give the students the PDF worksheet and ask them to individually separate the expressions in Exercise 1 into two groups: things they are able to do themselves and things they would have to ask or pay someone to do for them.
  2. In pairs, ask the students to compare their lists.
  3. Explain and clarify the difference between to do something yourself and to have something done for you.
  4. Students work individually to complete the table (Exercise 2) with all the things they will need to have done the following week, e.g. have their car fixed, have their coat dry cleaned, etc. Tell them to leave three squares empty.
  5. Tell the students they have just bumped into an old friend from school who is only in town until Friday.
  6. The students have to check their schedule to see if they can squeeze their friend in. Student A: So lovely to see you again. Fancy a cup of coffee Tuesday morning? Student B: Oh my goodness. That would be lovely but I’m having my eyebrows waxed. How about in the evening? Student A: Oh no. I’m afraid I’m having my teeth checked.
  7. Students are only allowed to offer their friend 3 options (they don’t want to seem desperate after all!) before they switch pairs.
  8. When the students have spoken to at least 3 people in the classroom, ask them how many friends they have managed to squeeze into their busy schedules.

Fast finishers:

  1. Students write down 5 things they would be happy to pay for, e.g. to have their house cleaned every week, and 5 things they would rather do themselves to save money, e.g. to paint the walls in their house.

What a lame excuse! Worksheet

P.S. This post is dedicated to Alex who has recently discovered the joys of essentialism.

Word formation station. Get off without trepidation. Part 2

Introduction:

This is an activity for intermediate + students to review some of the most common adjective prefixes. Students complete a worksheet in pairs, share their examples with other students and complete the sentences about themselves with adjectives of their choice.

Level: B1 +

Time: 45 minutes

Objectives:

  1. To familiarise students with some of the most common adjective prefixes.
  2. To complete sentences with students’ own choice of adjectives.
  3. To discuss the completed sentences with another classmate.

Materials:

  1. Worksheet (one per student)

Procedure:

  1. Write the following adjectives on the board: social, honest, legal, probable, active, responsible, understood, real and developed. 
  2. In pairs ask students to change the adjectives above into antonyms.
  3. Correct as a whole class.
  4. Hand each student the PDF worksheet.
  5. Individually, students complete the first column in the table on page 1.
  6. In pairs, students compare their answers and complete the second column with examples they like from their partner. If repetition of answers means they can’t complete the second column, students are allowed to use dictionaries at this stage.
  7. Correct and provide feedback.
  8. Individually ask the students to complete the sentences on page 2.
  9. When the students have finished, ask them to switch their worksheets, read each other’s answers and circle 3 statements they agree with and 3 they disagree with.
  10. In their pairs, students explain their reasoning for agreeing or disagreeing with their partner’s opinions.

Word formation station. Get off without trepidation. Part 2_Worksheet

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Word formation station. Get off without trepidation.

Ask a Q board game

 

Word formation station. Get off without trepidation.

Introduction:

This is an activity for intermediate + students to review some of the most common adjective endings. Students complete a worksheet in pairs, share their examples with other students and complete the sentences with adjectives of their choice.

Level: B1+

Time: 45 minutes

Objectives:

  1. To review some of the most common adjective endings.
  2. To complete sentences with students’ own choice of adjectives.
  3. To discuss the completed sentences with another classmate.

Materials:

  1. Worksheet (one per student)

Procedure:

  1. Use an object e.g. a watch to elicit some common adjectives from the students and write them on the board e.g. digital, expensive, tiny, electronic, beautiful, luminous, plastic, elegant etc.
  2. Ask students to identify the suffixes in the examples above.
  3. Hand each student the PDF worksheet.
  4. In pairs, students complete the first two columns in the table on page 1. You can make the activity competitive by setting a time limit (You can use your elegant digital watch). 🙂
  5. When the students have completed the first and second column, ask them to swap pairs, compare answers and complete the third column with examples they like from their new partner. If repetition of answers means they can’t complete the third column with any new examples, the students can continue mingling.
  6. Monitor and provide feedback.
  7. Individually, ask students to complete the sentences on page 2. The sentences my students created were hilarious!
  8. When the students have finished, ask them to swap their worksheets and read each other’s answers.
  9. In their pairs, they must choose 5 sentences and ask further questions about their partner’s choice of adjectives. This encourages each student to justify their answer and the repetition reinforces the language.

Word formation station. Get off without trepidation_Worksheet

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