How well do you know your folks?

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Introduction:

This is a board game for A2+ students to review present simple and see how much they really know about their parents☺. You could send the game to the students beforehand to give them a chance to gather some information about their parents before the class. Students answer questions about BOTH parents and move around the board based on the grammatically correct answers they give.

Level: A2+

Time: 45 minutes

Objectives:

To review present simple affirmative and negative forms.
To answer questions about students’ parents.
To beat other players, of course, by reaching the end of the game first.

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

How well do you know your folks board game

Procedure:

How well do you know your folks? is played by 2 to 4 players.
Give students a copy of How well do you know your folks board game or display it on the screen if you are using Zoom.
To see who starts do rock, paper, scissors. If you have more than three players do rock, paper, scissors until there is only one person left. Whoever wins answers the first question first: Do they often arrive home late? Example answer: My mother never arrives home late. She arrives home at the same time every day. My father arrives home at different times, sometimes at 6 and sometimes at 8. All the players must answer the question from that square but DO NOT correct any sentences until all the players have finished. The players get one point for each correct sentence (one about the mother, one about the father). If the player receives two points they move 2 spaces, if they receive 1 point they move one space only, but if they have made mistakes in two sentences they stay on the same square and answer the same question in the next round. Encourage learners to give you a slightly different answer to the same question to avoid mindless repetition e.g. She arrives home just after lunch, whereas my father doesn’t arrive until 8. The only requirement is for the learner to use the verbs in affirmative and negative sentences correctly. Of course take this opportunity to correct other mistakes too and “feed” students new vocabulary. When I did this activity with my students, I introduced some compare & contrast linking expressions e.g. as well as, too, also; but, however, while. You could give students an extra point for using one of the linking expressions correctly e.g. My mother arrives home after lunch , but my father doesn’t arrive home until 8.
The winner is the player who reaches “End” first.
At the end, ask the students to choose three questions and elaborate on them in writing.