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

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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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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Posted on by karolasenglishblog

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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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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Clothes do (not) make the man sequel

Introduction:

This is an activity to introduce and practise clothes idioms. Students complete the idioms with the missing items of clothing, match the expressions to their definitions and complete the sentences with the missing items of clothing.

Teacher tips (Me being wise after the fact and after testing the activity with a few groups): 

  1. Make sure students know that the clues in Exercise 1 are clues to help them determine the items of clothing missing from the expressions. The clues are NOT the definitions of the idioms.
  2. Draw students’ attention to the fact that below the belt and to have under one’s belt are TWO different idioms with two different meanings. My students got a bit confused since the idioms are quite similar. I guess studying expressions that are alike is not the best strategy as it’s easy to get them mixed up, but I didn’t want to eliminate either of the two.
  3. Show students a picture of a bonnet. None of my students were familiar with the word so showing them some photos definitely helped. I don’t think the definition itself was enough to drive it home. I also showed them images of different types of hats especially cowboy, straw and top which were the last clues on the list.
  4. Research the origin of each idiom before the class. It is not only entertaining but also helpful for students to know the story behind the expressions they are studying and it is so much easier to memorise something you can associate with an image, an anecdote, a joke etc. 
  5. The examples in Exercise 3 are all true for me. I have noticed students really appreciate it if I personalise the activities or reveal something about myself so I would encourage you to create your own memorable examples to help your students get to know you better. It encourages discussion and cements your relationships.

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce clothes with idioms.
  2. To complete the idioms with the items of clothing.
  3. To match the idioms to their definitions.
  4. To complete the sentences with the missing items of clothing.

Materials:

clothes-do-not-make-the-man-sequelDownload
clothes-do-not-make-the-man-sequel-answersDownload

Procedure:

  1. Put students in pairs or small groups and ask them to discuss the three fashion quotes below: 1. “What you wear is how you present yourself to the world, especially today, when human contacts are so quick. Fashion is instant language.” —Miuccia Prada. 2. “Anyone can get dressed up and glamorous, but it is how people dress on their days off that are the most intriguing.” —Alexander Wang. 3. “Elegance is elimination.” —Cristóbal Balenciaga
  2. Hand out a copy of Clothes do (not) make the man sequel to each student or display it on the screen.
  3. In pairs, ask students to complete the expressions with the missing items of clothing. I have come up with some clues (on the right) to help students out and to make it less daunting. Even if the students don’t know any of the expressions they will still be able to complete the task with the clues provided which sets them up for success from the start. 
  4. Check together as a class.
  5. Ask students to match the idioms to their definitions (Exercise 2).
  6. Check together as a class but again ask students to first compare their answers with their partners and justify their answers to their classmate(s).
  7. Go to Exercise 3 and ask students to complete the sentences with the missing items of clothing. Encourage them to do the exercise without looking at the expressions. Turn this into a mini competition, provide students with new clues, images etc. or ask them to give clues to each other if they know the answers but their classmates don’t. 
  8. Check together as a class.
  9. In pairs or small groups students now tell their classmates if the sentences in Exercise 3 are true for them.
  10. Last but not least go to Exercise 4 and ask students to complete the sentences with the missing clothes again and yet again try to do it from memory. 
  11. 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. Order the idioms according to how often you wear (Can you wear a pocket ?) the items of clothing in each idiom. I have a feeling a bonnet will not make it to the top of any list 😉 Just a wild guess
  3. Choose 3 idioms and write down what an antonym of each idioms is 
  4. Research the origin of a chosen idiom and later share your findings with the rest of the class

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Posted on by karolasenglishblog

Tutti Frutti

Introduction:

This is an activity to introduce and practise fruit idioms. Students look at some fruit facts, complete the idioms with the missing fruit, match the expressions to their definitions, complete the sentences with the missing fruit and correct mistakes in the fruit idioms. I have deliberately come up with examples that are related to work, jobs etc. to be able to use this activity with my business students but feel free to use it with your general English classes also.

Teacher tip/reflection: 

I love researching the origins of idioms. I have found that students find it easier to memorise the expressions if there is a colourful story behind them that they can visualise. My favorite idiom in today’s activity is to go pear-shaped. Allegedly the phrase comes from the Royal Air Force and is used to describe pilots’ bad execution of loops in the air, ending up with pear shapes instead of round shapes (Source: grammarist.com). I also love the idiom to be the apple of one’s eye which originally referred to the pupil of the human eye which was believed to be a round object. As sight was a precious commodity at the time, the idiom soon became a metaphor for something precious as well (Source: grammarist.com).

Level: B2+

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of idioms with fruit.
  2. To complete the idioms with the missing fruit.
  3. To match the idioms to their definitions.
  4. To complete the sentences with the missing fruit.
  5. To correct the mistakes in the fruit idioms.

Materials:

tutti-fruttiDownload
tutti-frutti-answersDownload

Procedure:

  1. Put students in pairs or small groups and ask them to discuss the 3 fruit facts below and decide which ones they are most surprised by. 1. A banana is not a fruit, it is a herb! Being easy to digest and highly nutritious, these are the first fruits offered to babies. 2. Strawberries are the only fruit with seeds on the outside. There are 200 seeds in an average strawberry. 3. Tomatoes are not a veggie but a fruit. They are regarded as the world’s most popular fruit and have more genes than humans. Source: https://www.befitandfine.com/facts-of-fruits/
  2. Hand out a copy of Tutti Frutti to each student or display it on the screen.
  3. Individually ask students to complete the expressions with the missing fruit. I have come up with some clues (on the right) to help students out and to make it more fun. Vocabulary activities can be quite discouraging if the students are not familiar with any of the expressions, so I try to give students boosts of confidence as often as possible and giving them clues is a fun way to guide them towards finding the answers by themselves and engaging them from the start. 
  4. When they are finished ask them to compare with their classmate(s).
  5. Check together as a class.
  6. Ask the students to match the idioms to their definitions (Exercise 2).
  7. Check together as a class but again ask students to first compare their answers with their partners and justify their answers.
  8. When the students have finished, ask them to look at the sentences in Exercise 3 and complete the sentences with the missing fruit. Ask them to try and do the exercise without looking at the expressions. Turn this into a mini competition, provide students with new clues or ask them to give clues to each other if they know the answers but their classmates don’t. Always try to make it as active and engaging as possible. Encourage effort and collaboration, praise effort and willingness to keep trying rather than speed, efficiency and getting things right the first time. Encourage students to make mistakes and have fun.
  9. When they have finished, ask them to compare with their partner and then check together as a class.
  10. Last but not least go to Exercise 4 and ask students to replace the incorrect fruit with the correct one. Again have some fun with it and maybe do it in teams, pairs etc.
  11. Check together as a class.

Fast finisher ideas:

  1. Ask students to choose 4 or 5 idioms and draw their literal and figurative meaning. This activity is just begging for something artsy 😉 and some baking.
  2. Ask students to get into small groups or pairs to act out the idioms.
  3. Choose an idiom and use it as a writing prompt, the first line of a story, a theme behind a story etc. 
  4. Research the origin of a chosen idiom.

And before you go. What do you get when you put an iPhone in a blender? Apple juice! Feel free to cringe 😉

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How to…

Introduction:

How to board game is a great speaking/writing activity to describe a process and/or procedure using the appropriate linking words. The activity can be easily adapted to different levels and ages.

I have also included three assignments completed by my students who kindly allowed me to share them online. Thank you.

Level: A2+

Time: 30 minutes +

Objectives:

  1. To describe a process/procedure
  2. To revise/practise linking words used to describe a process

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

how-to…Download
how-to-…-by-a-_Download
how-to…by-g-_Download
how-to…by-j-_Download

Procedure:

  1. Hand out How to board game to each team/pair or simply display it on the screen if you are working online.
  2. Before you start the game go through expressions to describe a process e.g. first, once, having, the next step is, next, then, finally etc. 
  3. The teacher or a student throws the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. Now student(s) describe a process using the expressions provided. Encourage students to use passive voice and especially the Present Simple Passive. It will instantly make them sound more capable and in control.
  5. Monitor and make sure students use linking expressions throughout their description. I would also encourage them to use the linking words in the middle of the sentence as well as at the beginning to avoid sounding repetitive. You want your students to sound fluent and natural rather than robotic so discourage them from peppering the entire description with linking words. I have some students who love doing that and it doesn’t always elevate their speech 😉
  6. Monitor students throughout the activity, correct mistakes and feed them new vocabulary.
  7. At home ask students to choose one example from the board and do a piece of writing. I have asked my students to do the same and they very kindly allowed me to share their creations on my blog. Feel free to have a look and use the pieces as sources of inspiration because that’s what they are…inspiring 😉

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