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

Triple Treat

Introduction:

These are three board game activities to talk about families, education and free time. 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: B1 +

Objectives:

  1. To practise speaking about families, education and free time.
  2. To develop fluency under timed conditions.

Materials:

3 PDF board games, one 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.

Triple treat

Related posts: 

Let’s Get Better Acquainted 🙂

Are you bored or just boring?

Ask a Q board game

 

Let’s Get Better Acquainted :)

Introduction:

This is a free printable board game for students to get to know each other better. The game could be used at the beginning of each term/year but also when a new student joins the class. I have also used it with FCE students to practise Part 1 of the FCE speaking exam and encouraged them to speak for at least a minute.

Level: B1+

Time: 45 minutes

Objectives:

  1. To reach the end by moving across the board whilst answering questions.
  2. To learn new things about students’ classmates.

Materials:

  1. Printable Let’s Get Better Acquainted game.
  2. One die per group of 2 or 3.
  3. One checker per player.
  4. A countdown timer.

Procedure:

  1. Let’s Get Better Acquainted is played by 2 to 3 players.
  2. Before the game begins tell students to pay close attention to their classmates’ answers as they might be quizzed at the end of the activity.
  3. Players take it in turns to throw the die and move the number thrown.
  4. When a player lands on a square, they answer the question from that square. The student has to speak for at least 1 minute and include as much detail as possible in their answer.
  5. The game continues in the circle going left.
  6. When the students have finished, in the same groups ask each student to summarise what they have learnt about a person on their right. Continue until both or all three students have spoken.
  7. Ask students to share how accurate and detailed the accounts of their answers were.

Fast finishers:

  1. Ask students to write down 5 ‘Get to know you’ questions that they tend to ask people they have just met, e.g. at a party.

Lets Get Better Acquainted

Related posts:

Are you bored or just boring?

Ask a Q board game

Time to keep up with the times

When & where board game

Compare & contrast board game

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

Related posts:

Word formation station. Get off without trepidation.

Word formation station. Get off without trepidation. Part 2

Ask a Q board game

Time to keep up with the times

Introduction:

This is a fun, competitive board game for small groups of 3 or 4 players to review the time expressions used with past simple and present perfect tenses.

Level: B1

Time: 45 minutes

 Objectives:

  1. To reach the end of the board with the highest number of points by forming questions or affirmative and negative sentences whilst using the time expressions written on the cards.

Materials:

  1. 48 printable cards, one per group of 3 or 4.
  2. 1 board, 1 die and 3 or 4 checkers per group of 3 or 4.

How to play:

  1. Print and cut out the cards, one set per group of 3 or 4, and place in three piles (Qs, As & Ns) face down on the table.
  2. The players take it in turns to throw the die and move the number thrown.
  3. When a player lands on a Q, A or N square they take the top card from the corresponding pile and create a Question or Affirmative or Negative sentence using the time expression on that card. For example, Q: Have you ever ridden an elephant before?  A: I’ve ridden a donkey twice. N: I haven’t ridden a camel this week. If the player uses the correct tense with the expression given they receive a point. The card is then placed at the bottom of the pile.
  4. Play continues in a circle going left.
  5. Monitor and write down the mistakes the players make and offer them an opportunity at the end of the game to correct them. They receive additional points for each mistake they correct.
  6. The winner is the player with the highest number of points for correct sentences.

time-to-keep-up-with-the-times-board-game-cards

P.S.  Thank you for your helpful feedback Kate. I really appreciate it.

Related posts:

Best birthday ever

Summary of past or recent events

Ir(regular) Xmas

Soap Opera