All rise please

Introduction: 

These are activities for students to introduce crime idioms. Students match the idioms with their definitions, complete the sentences with the missing expressions, rate the crimes, answer questions about crime and interview their classmates.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce crime idioms.
  2. To match the idioms with their definitions.
  3. To rate the crimes from the most to the least serious one.
  4. To answer questions containing the target language and interview a classmate.

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

  1. All rise please Worksheetone per student.

Procedure:

  1. Put students in pairs and ask them to discuss the following questions: What do you think the most common crime in your country is? Should police in your country be more strict or less strict? Do you think criminals can change? What crime would you commit if you could get away with it?
  2. Hand students All rise please Worksheet.
  3. Ask students to cover the definitions on the right and in pairs see how many idioms they could define before they match the expressions to the definitions provided. I found my students could accurately predict at least half the expressions given.
  4. Individually, students now match the idioms 1 to 11 to the definitions provided.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Next ask students to complete the sentences 1- 11 with the missing idioms.
  8. Check the answers as a class.
  9. Individually ask students to underline and rate the crimes in 1-11 from the most (1) to the least serious (11) one and then discuss their choices with their classmates.
  10. Now students individually answer the questions 1-11 (in RANDOM order and in as little detail as possible (Exercise 2).
  11. Once the students have finished ask them to cut the paper along the dotted line and give the sheet with JUST their answers to their partner.
  12. In pairs students now interview each other, e.g. Student A: Why did you write plenty of time to read in number 1? Student B: Because it is one of the advantages of doing time. Encourage the students to ask additional questions to obtain more details.
  13. After a few minutes ask students to switch partners and repeat the exercise. Repeat a few more times to make sure students recycle the expressions and use them in a variety of contexts.
  14. At the end ask students if they have spoken to anyone whose answers were identical to theirs.

Fast finishers:

  1. I asked my students to invent a crime and agree on the main points, e.g. a man was killed by his wife who found out he had been cheating on her with her best friend. Individually or in pairs students now write a police report describing the incident in great detail and using the expressions studied.

Related posts:

Wanted

Ups and downs

Actions speak louder than words

Can’t stop dishing out idioms

You make my heart BEET 😉

There is no place like…school

Zzz

Somewhere over the rainbow 

The proof is in the pudding

Nothing changes if nothing changes

It’s game time

Do you believe in ghosts?

Introduction: 

This is a board game for B2 students to review common verbs and prepositions. Students answer questions containing the target language and do a couple of recycling activities at the end to further reinforce the vocabulary.

Level: B2

Time: 45 minutes

Objectives:

  1. To review common verbs and prepositions.
  2. To use the verbs and prepositions in context whilst playing a board game.

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

  1. Do you believe in ghosts? board game.
  2. One die per group of 3.

Procedure:

  1. Put the students in groups of 3, and give them a copy of Do you believe in ghosts? board game and a die. All the verbs and dependent prepositions are in bold to encourage noticing.
  2. Players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  3. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information.
  4. The game continues in the circle going left.
  5. At the end, ask the students to copy all the verbs and prepositions in alphabetical order in their notebooks and finally circle the verbs they use on a regular basis, underline the ones that were new and tick the expressions they didn’t get to use whilst playing the board game.

Fast finishers:

  1. Ask students to write their own questions with the verbs they didn’t practice whilst playing the board game and interview their classmates.

Related posts:

A grand (two-party) coalition of verbs and prepositions

What would you do if…?

Introduction: 

This is a board game for B2 students to review the second conditional. Students complete the board game with their own examples and then play a game in pairs or small groups of three.

Level: B2

Time: 45 minutes

Objectives:

  1. To review the second conditional.
  2. To write examples on the board using the target language.
  3. To answer questions containing the target language whilst playing a board game.

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

  1. What would you do if… board game and one die per group of 3.

Procedure:

  1. Put the students in groups of 2 or 3, and give them a copy of What would you do if…? board game.
  2. Students now complete the blue squares with their own examples. If the verb is already given, students must use that verb in their example, e.g. What would you do if… you broke your friend’s phone?
  3. When the students have finished they pass their board game to the team/ group on their right.
  4. Students now go over ALL the examples written by their classmates to make sure they are grammatically correct.
  5. Check together as a class.
  6. Hand each group a die.
  7. Players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  8. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information.
  9. The game continues in the circle going left.
  10. At the end, ask the students to choose three questions they didn’t answer during the game and answer them in writing.

Related posts:

Hypothetically speaking

(Un)conditional love

Ups and downs

Introduction: 

These are activities to introduce and practise happiness and sadness idioms. Students complete the idioms with the missing words, divide the idioms into ☺ and ☹ and do a Find someone who activity with their classmates.

Level: B2

Time: 60 minutes

Objectives:

  1. To introduce happiness and sadness idioms.
  2. To complete the idioms with the missing words.
  3. To divide the idioms into ☺ and ☹.
  4. To interview other students.

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

  1. Ups and downs Worksheet,one per student.

Procedure:

  1. Write the following quote on the board and ask students to discuss it in pairs:

“Happiness is an inside job. Don’t assign anyone else that much power over your life.” Mandy Hale

  1. Hand the students Ups and downs Worksheet.
  2. Individually, students complete the idioms in Exercise 1 with the missing words.
  3. When the students have finished, they compare their answers with a partner.
  4. Check the answers as a class.
  5. Now, individually again, the students decide if the idioms are related to positive or negative feelings.
  6. When they have finished, ask them to compare with their partner and if they have any differences to give reasons for their choices.
  7. Elicit answers from students.
  8. Next, students complete the missing words in the idioms again. Ask them to fold the sheet and try and do it from memory first. I try to use every opportunity for students to play with the new vocabulary as much as possible and in as many ways as possible to increase their chances of remembering the idioms.
  9. Students now mingle and try to get affirmative answers from their classmates, e.g. find someone who cried their eyes out when they watched Titanic. If the other student says ‘yes’ they have to elaborate e.g. Of course I cried my eyes out when I watched Titanic. It was heartbreaking watching Jack die. Allow no more than 3 minutes for each interview. When the time is up ask students to switch partners.
  10. When the students have had a chance to ask everyone’s opinion, ask them which answers surprised them the most.

Fast finishers:

  1. Ask students to briefly describe the happiest or the saddest day in their lives using at least 5 of the idioms studied.

Related posts:

Actions speak louder than words

Can’t stop dishing out idioms

There is no place like…school

You make my heart BEET 😉

Somewhere over the rainbow 

It’s game time

Zzz

Nothing changes if nothing changes

The proof is in the pudding

P.S. Thank you Alex.

 

Stop beating around the bush

Introduction:

This is an activity for B2+ students to review some of the common phrasal verbs related to communication. Students use context to come up with their own definitions of the ten phrasal verbs, answer the questions and share their examples with other students.

Level: B1 +

Time: 45 minutes

Objectives:

  1. To familiarise students with some of the most common phrasal verbs related to communication.
  2. To write down definitions of the phrasal verbs using the context provided.
  3. To discuss students’ examples with another classmate.

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

  1. Stop beating around the bush Worksheet

Procedure:

  1. Write the following questions on the board and ask students to briefly discuss them in pairs: What is good communication? What are the greatest challenges to effective communication? What role does body language play in communication? Do you believe people could benefit from communication courses?
  2. Elicit some answers from students and then write the following phrasal verbs on the board: to back up, to bring up, to cut off, to open up, to point out , to rant about, to speak up, to talk down to, to tell off, to tune out.
  3. In pairs, ask students to briefly define the phrasal verbs they know or think they remember. Tell the students all the phrasal verbs are related to communication.
  4. Hand each student the Stop beating around the bush Worksheet.
  5. Individually, students look at the questions in column 2 and complete the first column, e.g. Definition/ synonym: Support. Name two people who you know would always back you up.
  6. In pairs, students compare their answers with a classmate.
  7. Correct and provide feedback.
  8. Individually, ask the students to answer the questions in column 2 using the appropriate phrasal verb, e.g. Name two things you find yourself unable to stop ranting about. Your examples: I can’t stop ranting about men. I am constantly ranting about work. Encourage students to vary the structures slightly to give them an opportunity to play with the form of the verbs.
  9. When the students have finished, ask them to switch their worksheets, read each other’s answers and circle all the examples they have in common with their classmate, underline 3 examples they want to know more about and cross out 3 examples they completely disagree with.
  10. In their pairs, students now discuss their examples. Encourage students to use the phrasal verbs in their responses. You can ask students to switch pairs again to provide them with more opportunities to practise the target language.

Fast finishers:

  1. Students choose 4 questions from the worksheet and try to predict what the teacher’s answer would be or the classmate’s that they haven’t spoken to, e.g. What two topics make you tune out in the middle of a conversation?  Karolina tunes out when people talk about board games and the weather. When they are finished they give their sentences to the teacher/classmate to check if their predictions were correct.

Related posts:

Phrasal verbs can be put off, never forgotten

Brace yourselves. Phrasal verbs r bk

How do you …?

You talkin’ to me?

Know thyself

Introduction:

This is a free board game to talk about philosophy. I have done this activity with some of my advanced and proficient students just because sometimes they fancy talking about something exciting and less mundane, without focusing on a specific outcome in mind. Many students also often ask me to give them an opportunity to talk about more challenging topics, so this is for them. If you feel uncomfortable about having no objectives, you could turn this activity into a debate and introduce some lovely agreeing and disagreeing expressions. If you are feeling rebellious just join the discussion and have fun with your students.

Level: C1

Objective:

  1. To have an inspired conversation about life in general.

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

  1. Know thyself, one PDF board game per pair or group of 3.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of the board game and a die.
  2. Players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  3. The players must then speak on that topic for as long as they find it interesting and in as much detail as possible. Do not rush the students but give them absolute control over the activity, as long as they answer the questions in English. Monitor and help with vocabulary as needed.
  4. The game continues in a circle going left.
  5. At the end, ask the students to choose one topic they would like to explore further and ask them to write an article or an essay at home. I did it with my students and they produced very interesting pieces.
  6. Encourage students to watch How philosophy can save our life Ted talk https://ed.ted.com/on/JQxh4veu

Reference: http://www.mantelligence.com