What’s with all the questions?

IMG-20141231-WA0009

Introduction:

This is a fun board game activity to practise asking wh- questions and any other grammar points you would currently like to revise or practise with your students, e.g. Subject/object questions and present tenses, etc. Students ask and answer wh- questions about a variety of topics.

Level: A2+

Time: 45 minutes

Objectives:

  1. To practise asking wh- questions.
  2. To develop fluency and confidence in speaking.

Materials:

  1. What’s with all the questions PDF board game and one die per pair, or a small group of 3 or 4.

Procedure:

  1. Print the board game and put students in pairs or small groups of 3 or 4.
  2. Players take it in turns to throw the die and move the numbers thrown.
  3. To obtain a question for the speaking activity students throw the die twice. The first throw indicates which column they should use, and the second throw which row they should use to obtain the topic.
  4. Player 1 must then ask their partner or teammates at least 2 questions on the given topic, beginning with who, what, where, when, why and how, focusing on the recent language point studied, e.g. Where do you usually eat lunch? What do you have for breakfast? for present simple, or Where did you eat lunch when you were at school? What was your favourite food when you were a child? to practise past simple, etc. Increase the level of difficulty depending on the level of your class.
  5. The other player/s then answer the questions in as much detail as possible.
  6. The game continues in a circle going left.
  7. At the end, ask students to write down 4 additional questions for their classmates about a topic that sparked their interest the most.

Related posts:

Summary of past or recent events

How well do you really know your place of work?

P.S. Do you think your students would enjoy this activity? I’d love to know your thoughts.

Back to life, back to reality

Introduction:

This is a needs analysis board game to do at the beginning of the course and to give both the teacher and the students an idea of what they already know and what they want to achieve in this course or academic year.

Level:  B2 +

Time: 35 minutes

Objectives:

  1. To determine students’ needs at the beginning of the course.

Materials:

One Back to life, back to reality board game and one die per pair or a small group of 3.

Procedure:

  1. Print the board game and put students in pairs or small groups of 3.
  2. Players take it in turns to throw the die and move the numbers thrown.
  3. To obtain a question for the speaking activity 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.
  4. All the players must answer the question in as much detail as possible.
  5. The game continues in a circle going left and until students have answered at least 5 questions.
  6. During the activity monitor very carefully and take notes.
  7. At the end, ask students (still in their groups) to write three things they had in common with their classmates, (e.g. they need English for their jobs, they want to improve their listening comprehension, etc.) and three differences, (e.g. they have learnt English in different countries, etc).

P.S. Thank you Alex.

Getting itchy feet

IMG-20140629-WA0007

Introduction:

These are activities to introduce travel vocabulary and to encourage speaking about travelling. Students do a word search activity and then do the speaking activity with their classmates.

Level: B1 +

Objectives:

  1. To introduce travel vocabulary.
  2. To answer questions about travelling using the new vocabulary.

Materials:

  1. Getting itchy feet worksheet, one per student.
  2. Getting itchy feet board game, one per group of three.
  3. Getting itchy feet worksheet solutions

Procedure:

  1. Write down the following 18 letters on the board A, B, C, C, C, C, D, F, G, J, L, L, R, R, S, S, T and V. In pairs, ask students to write down ONE travel related word that begins with the letters above. Set a timer to make the activity more competitive, e.g. 5 minutes. When the time is up ask students to compare their answers with another pair.
  2. Check as a class and make sure students know the meaning of all the words that came up during the activity.
  3. Hand out a copy of Getting itchy feet worksheet and ask students to find 18 travel related words in the word search. Tell students the letters in bold are either the first or the last letters of the words they are searching for.
  4. When the students have finished, ask them to add the words found to the list they created at the beginning.
  5. Check together as a class to make sure students know the meaning of all the words.
  6. Put the students into pairs, or groups of 3, and give them a copy of Getting itchy feet board game and 3 dice.
  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. The player who has rolled and obtained a question must then choose a word from the list of travel vocabulary without telling the others, and keep talking until they have naturally incorporated the word into their answer and have fully answered the question. Whilst the player is speaking, the role of the others is to listen for and identify the travel word. When it has been identified and the player has finished speaking, the word is crossed off the list and it is the turn of the next player.
  8. At the end, ask the students to name three words they have struggled to incorporate into their responses.

Related posts:

Hit the road

Cat got your tongue? Speak up

Introduction:

These are activities to develop speaking skills around the topic of animals. Students do the speaking activity in small groups, taking it in turns to express their opinions and asking for repetition and clarification.

Level: B1 +

Objectives:

  1. To answer questions about animals and pets.
  2. To express opinions using commonly used expressions.
  3. To ask for repetition or clarification using commonly used expressions.

Materials:

  1. Cat got your tongue_Speak up board game, one per pair or a group of three.
  2. Cat got your tongue_ Speak up cards, cut up ( you could also write the expressions on lollipop sticks and use them again in other activities), one per pair or group of three.

Procedure:

  1. Put the students into pairs, or groups of three, and elicit opinion language and expressions for asking for repetition.
  2. Hand out a set of Cat got your tongue? Speak up cards and ask them to compare their expressions with the ones provided by you. Ensure correct understanding and clarify meaning.
  3. Hand out a copy of the Cat got your tongue? Speak up board game and a die to use with the set of Cat got your tongue? Speak up cards.
  4. In their pairs or groups of 3, ask students to divide the cards into two piles: red opinion expressions and blue asking for clarification and repetition expressions. 
  5. 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.
  6. The player whose turn it is takes ONE card from the red pile and the remaining players take ONE card each from the blue pile.
  7. All players must then answer the question in as much detail as possible and use the expressions on their cards.
  8. Once the players have used the expressions they put the cards at the bottom of the piles.
  9. At the end, ask the students to name three topics they have strongly agreed on, or disagreed on, with each other.

Fast finishers:

  1. Ask students to think of or find 5 interesting animal facts and share them with their classmates, e.g. there is an average of 50,000 spiders per acre in green areas.

Related posts:

MEOW!MEOW!

 

 

Academic year-end roundup

Introduction:

This is a board game activity to reflect on the past academic year. Students play a game and answer questions about the challenges they faced, things they learnt, things they would have done differently, etc.

Level: B1 +

Objectives:

  1. To reflect on the past academic year while answering questions.

Materials:

  1. One Academic year-end roundup PDF board game and one die 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. All three players must then answer the question in as much detail as possible.
  4. At the end, ask the students to name three new things they agreed on with other classmates.

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.

Related posts:

Lights, camera, action! Speaking activity

Lights, camera, action! Wordsearch

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

Single and ready to mingle

Introduction:

These are two activities to talk about dating. Students define the phrasal verbs and tell each other what emotions they associate with them and then do the speaking activity with their classmates.

Level: B1+

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of phrasal verbs related to dating.
  2. To provide definitions of the phrasal verbs.
  3. To answer questions about dating using the phrasal verbs in question.

Materials:

  1. Single and ready to mingle Worksheet, one per student.
  2. Single and ready to mingle board game, one per pair or a group of three.

Procedure:

  1. Elicit the best places to find a date from students and write them on the board, e.g. online, at a bar, in a park, in a fitness club, etc., and in pairs ask them to briefly discuss what are the advantages and disadvantages of meeting a potential date in those places.
  2. Hand out a copy of ‘Single and ready to mingle’ Worksheet and ask students to individually complete the table in Exercise 1.
  3. When the students have finished, ask them to mingle with other students to compare and check their answers, and compare the emotions they associate with each verb, e.g. asking someone out fills me with a sense of dread.
  4. Check together as a class.
  5. Put the students in pairs, or groups of 3, and give them a copy of ‘Single and ready to mingle’ 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. Both players must discuss the question in as much detail as possible.
  8. During the game the players must try and incorporate ALL the phrasal verbs into theirs answers.
  9. At the end, ask the students to name three things they have strongly agreed on, or disagreed on, with their classmates.

Fast finishers:

  1. Ask students to think of a single friend they have and write down a list of 5 dating tips for that particular person, e.g. they should be more open- minded and go out more.

Related posts:

Lovers’ tiff