Bookworms & Film Buffs

Introduction:

These are two activities to encourage discussion about books and films. Students divide adjectives into positives and negatives and think of a book and a film that could be described using these adjectives. After that, students play a board game with their classmates.

Level: B1 +

Time: 45 minutes

Objectives:

  1. To introduce adjectives used to describe books and films.
  2. To divide the adjectives into positives and negatives and provide an example of a book or a film that could be described using the adjective in question.
  3. To answer questions about books and films using the adjectives in question.

Materials:

  1. Bookworms & Film Buffs worksheet, one per student.
  2. Bookworms & Film Buffs board game, one per pair or group of three.

Procedure:

  1. Elicit some names of popular films and books from students, write them on the board and in pairs ask students to think of some adjectives that could be used to describe them. Alternatively, bring some images of famous book/film scenes into class and use them to elicit the adjectives.
  2. Hand out a copy of ‘Bookworms & Film Buffs’ Worksheet. Elicit the meanings of each of the adjectives using your own examples from films or books they may have seen.
  3. Students individually complete the table in Exercise 1.
  4. When the students have finished, ask them to compare their film and book titles with others as a mingling exercise.
  5. Put the students in pairs, or groups of 3, and give them a copy of ‘Bookworms & Film Buffs’ board game and a die.
  6. 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.
  7. The players must discuss the question in as much detail as possible and incorporate the new adjectives into their answers.
  8. At the end, ask the students if there are any films they would watch or books they would like to read having listened to their classmates’ answers.

Fast finishers:

  1. Ask students to write a very brief review of a book or a film (70 words) and incorporate 7 new SCRAMBLED adjectives into their writing. When they have finished they swap their reviews with another student who must then unscramble the adjectives and guess the name of the book or film.

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P.S. I really appreciate all your help Alex. Thank you.

Are you bored or just boring?

Introduction: 

This is a board game activity to practise -ed and –ing adjectives. Students think of activities they like and dislike and play a board game with their classmates.

Level: B1

Time: 40 minutes

Objectives:

  1. To practise the difference between the –ed and –ing adjectives.
  2. To answer questions with the –ed and –ing adjectives.

Materials:

  1. Are you bored or just boring PDF board game, one per pair or a small group of 3 or 4.
  2. One die per pair or small group of 3 or 4.

Procedure:

  1. As a class, ask the students for one activity they enjoy, e.g. shopping, and one they dislike, e.g. cleaning – write them on either sides of the board. Ask them to think of adjectives to describe each activity and write them around the activity as they shout them out, e.g. shopping is entertaining, cleaning is boring, etc. Then ask them how these activities make them feel, e.g. shopping makes me feel entertained, cleaning makes me feel bored, etc. Consider using different colours of pens or different areas on the board to highlight the different adjective endings.
  2. In pairs, the students repeat the activity, thinking of three activities they enjoy and three they dislike, using adjectives to describe each activity and how it makes them feel.
  3. Monitor and correct as necessary.
  4. Put the students into new pairs or small groups of 3 or 4. Hand out Are you bored or just boring PDF board game and one die per pair or group.
  5. To obtain a question, the 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.
  6. The players have to speak for at least 1 minute and must answer the question using the adjective in bold.
  7. The game continues in a circle going left and until each student has answered at least 5 questions.
  8. At the end ask the students to name three new things they have learnt about their classmates from the game they have just played.

Are you bored or just boring PDF board game

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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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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.

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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Ask a Q board game

 

Ask a Q board game

Introduction:

This is a free printable board game to practise adjectives followed by prepositions and improve fluency under time pressure.

Objective:

The objective of the game is to reach the end by moving across the board whilst asking and answering questions.

Materials:

Printable ASK a Q board game, a die, one checker per player and a countdown timer.

How to play:

  1. Ask a Q is played by 2 to 4 players.
  2. Players take it in turns to throw the die and move the number thrown.
  3. When a player lands on a square they ask the student on their right the question from that square. The student has to speak for at least 45 seconds without excessive repetition, and must answer the question using the adjective and the preposition in bold. If the player repeats or pauses for too long, the timer is restarted and they must start their answer again. After completing the task, they then roll the die and ask the question to the student on their right.
  4. The winner is the first player to land on the last square.

Note: The adjectives and prepositions are in bold to encourage noticing.

ask-a-q-printable-board-game

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