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

Blah Blah PET Part 1

Introduction:

This is a short error correction activity and a board game to practise giving personal information about yourself, where you live, your hobbies, your job, etc. as well as to prepare students for Speaking Part 1 of the PET exam.

Level: B1

Objectives:

  1. To raise students’ awareness of some of the most common preposition & article mistakes they make.
  2. To correct mistakes in sentences 1-14 (I can’t believe I said that Worksheet).
  3. To practise giving personal information.
  4. To encourage peer correction.

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

  1. I can_t believe I said that Worksheet, one per student.
  2. Blah Blah PET Part 1 board game and a die, one per pair or group of 3.

Procedure:

  1. Give students a copy of I can’t believe I said that Worksheet (This exercise is based on the mistakes my own students made when we did this activity last week).
  2. Individually ask students to correct the mistakes in sentences 1-14. Tell students to concentrate ONLY on the prepositions and articles.
  3. When the students have finished, ask them to check their answers with a classmate. Together they must decide on an answer and agree: this increases talking time and requires repetition of the language.
  4. Check together as a class. The class must decide as a group what they believe the correct answer to be. As teacher, only write their final answers on the board, do not tell them if they are correct or not at this stage. Once they have discussed and agreed on all of their answers as a class, tell them how many (if any) they have wrong – do not tell them which ones are wrong. As a class, they must review all of the questions and decide which one(s) they think is incorrect.
  5. Put the students in pairs or groups of 3 and give them a copy of Blah Blah PET Part 1 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 player must then answer the question from that square. Encourage students to give more than just short one or two word answers. Ask the other students to pay CLOSE attention and write down any preposition or article mistakes they think their classmate made.
  8. The game continues in a circle going left.
  9. At the end, ask the students to share if they have noticed any incorrect use of articles and prepositions and go through their notes with the rest of the class.

Related posts:

Can you see the error of your ways?

Bid it 2 Win it FCE Sentence Auction

Bid it 2 Win it Sentence Auction

My favourite mistakes card game

Triple treat makes a comeback

Introduction:

These are three board game activities to talk about health, students’ hometowns and fashion. They can be used together or separately, and are a great way to help students practise speaking and develop fluency, as well as prepare for Part 1 of the FCE /CAE speaking exam.

Level: B2+

Objectives:

  1. To practise speaking about health, students’ hometowns and fashion.

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

  1. Triple treat makes a comeback, one PDF board game per pair or group of 3; a die and a timer per pair or group of 3.

Procedure:

  1. Put the students in pairs or groups of 3 and give them a copy of one of the board games and a die, they can use their phones for the timer. Aim to have all three board games in use at the same time.
  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 player must then speak for at least 1 minute on that topic and provide their partner, or other two group members, with as much detail as possible.
  4. The game continues in a circle going left.
  5. Swap the board games after sufficient time to allow all three games to be played by each pair or group.
  6. At the end, ask the students to name three new things they have learnt about their classmates.

Related posts:

Triple Treat

 

Go Get ‘em tiger!

Introduction:

This is a Go Get ‘em tiger! printable board game for students to revise and practise using some common expressions with GO and GET. The students play a board game and then do a quick test in teams to test their memory.

Level: B1+

Time: 45 minutes

Objectives:

  1. To practise using some common expressions with go and get.
  2. To complete exercises 1 and 2 (Go Get ‘em tiger! Worksheet) using expressions with go and get.

Materials:

  1. Printable Go Get ‘em tiger! board game.
  2. One die per group of 3.
  3. Go Get ‘em tiger! Worksheet

Procedure:

  1. Put the students in groups of 3, and give them a copy of Go Get ‘em tiger! 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. When a player lands on a square they must answer the question from that square. The player has to answer the question using the expression in bold at least 2 times, e.g. I get on quite well with my parents, although I must say it’s my mother I get on better with. We seem to have more things in common.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three collocations they use on a regular basis and three they have never used before.
  6. Put the students in new teams and hand each team Go Get ‘em tiger!
  7. Students complete the exercises in teams.
  8. The first team to complete the exercises correctly wins. Make sure students don’t look at the board game during the quiz.

Related posts:

Do, make, have or take? An instant headache

P.S. Thank you for all your help Alex.

Brace yourselves. Phrasal verbs r bk

Introduction:

This is a Brace  yourselves. Phrasal verbs r bk printable board game for students to revise and practise using some common phrasal verbs. The students play a board game and predict what other students would rather do in different situations using the phrasal verbs embedded in the questions.

Level: B2+

Time: 45 minutes

Objectives:

  1. To practise using some common phrasal verbs whilst playing Brace  yourselves. Phrasal verbs r bk board game.
  2. To predict what other students would do in different situations.

Materials:

  1. Printable Brace yourselves. Phrasal verbs r bk board game.
  2. One die per group of 3.
  3. One checker per player.

Procedure:

  1. Put the students in groups of 3, and give them a copy of  Brace  yourselves. Phrasal verbs r bk 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. When Player 1 lands on a square, the other player or players have to predict what he or she would rather do, justifying their predictions. Player 1 must then say which prediction was correct and why.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three things they predicted correctly and three things they would never have guessed.

Related posts:

Would you rather…?

Decisions, decisions…!

Single and ready to mingle

Hit the road

How do you …?

Would you rather…?

Introduction:

This is a free Would you rather…? printable board game for students to get to know each other better or/and to practise speaking for fluency. The game could be used at the beginning of each term/year, when a new student joins the class or as a starter or an activity at the end of the class.

Level: B1+

Time: 45 minutes

Objectives:

  1. To practise speaking for fluency whilst answering Would you rather…? questions.
  2. To learn new things about students’ classmates.

Materials:

  1. Printable Would you rather board game .
  2. One die per group of 2 or 3.
  3. One checker per player.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of ‘Would you rather…?’ 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. When a player lands on a square, they answer the question from that square. The player has to justify their answer and give examples.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three things they have strongly agreed on, or disagreed on, with their classmates.

Related posts:

Let’s Get Better Acquainted 🙂

Decisions, decisions…!

P.S. Happy St Nicholas Day.

Double Decker

Introduction:

These are two board game activities to answer funny questions using past simple and present perfect. The games can be used together, or separately, depending on the objectives of the lesson.

Level: B1 +

Objectives:

  1. To practise answering When was the last time you…? and Have you ever…? questions.
  2. To develop speaking fluency, whilst revising regular and irregular verbs.
  3. To draw students’ attention to the difference between past simple and present perfect if two games are played in the same lesson.

Materials:

  1. 2 PDF Double Decker board games, one per pair or group of 3; a die per pair or group of 3.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of one of the board games and a die. Aim to have two board games in use at the same time if you want to concentrate on explaining the differences between the tenses.
  2. Ask the students to look at the infinitives on their board games e.g. To hold a new born baby and in their groups ask them to change each verb into past simple and past participle e.g. to hold, held, held.
  3. Check as a class.
  4. Now 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 expression.
  5. The player must then ask their classmate a question using the expression on the given square e.g. When was the last time you held a newborn baby? Or Have you ever called someone by the wrong name? The other players answer the question and provide their partner, or other two group members, with as much detail as possible.
  6. The game continues in a circle going left.
  7. Swap the board games after sufficient time to allow two games to be played by each pair or group.
  8. At the end, ask the students to name some surprising and unexpected things they have learnt about their classmates.

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