Keep calm and wash your hands ;)

Introduction:

This is a fun activity to review the most common collocations with break, come, keep and pay. Students divide the expressions into four groups and then play a board game where, if they manage to complete a sentence with the right verb correctly, they add either an O or an X to the board until they line up 6 symbols in a row. I currently use the stamps available in Zoom, stars and hearts, which actually makes the board look very pretty and if a student makes a mistake I stamp the square/ field with a cross ( I put the stamps in the bottom right hand corner).

Level: B2

Time: 45-60 minutes

Objectives:

  1. To practise and review common collocations with break, come, keep and pay.
  2. To divide expressions into four categories: ones that collocate with break, come, keep and pay.
  3. To complete a sentence with the correct verb: break, come, keep or pay and line up 6 symbols (O or X) in a row.
  4. To answer a question containing the target language.

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

  1. Keep calm and wash your hands Worksheet
  2. Keep calm and wash your hands Board game

Procedure:

  1. Elicit some common collocations with break, come, keep and pay and write them on the board e.g. break a leg, come to an agreement, keep a secret or pay the price.
  2. Put students in small groups of 2 or 3 and give each group Keep calm and wash your hands Worksheet.
  3. To make the activity more competitive, tell students that the first group to complete the task correctly wins or you could give them a point for each correct answer. Much better.
  4. Monitor and check answers as a class. As an alternative you could do the exercise together with the class, depending on the level of your students. I went through all the phrases with my students making sure they were clear on what each expression meant.
  5. Divide the students into teams ( if you have a small group or just one student they can of course play individually) and hand out Keep calm and wash your hands board game  to each team or simply display it on the screen if you are using Zoom.
  6. To see who starts do rock, paper, scissors.  Whoever wins chooses the square they want to start with. Next the player(s) completes the sentence with the missing verb (break, come, keep or pay). I have put smiley faces where the verbs should be to make the board look nice and chirpy. If the player(s) manage to do it correctly, they add either an O or an X to the board. The first player to line up 6 of their symbols in a row wins. Since I have been using Zoom I have actually inserted predefined icons (a star and a heart) when I played with my students as it looked cleaner and much cuter on the screen than an O or an X . You can find the stamps in the annotation tools when you start screen sharing. Also as the students complete the sentences make sure they use the right form of the verb (they could get additional points for that) and of course answer the question. Encourage them to use the collocation in their answer and avoid a simple yes or a no.
  7. At home ask students to choose five questions from the board ( preferably with the expressions that were brand new to them) and answer them in writing.

Related posts:

Make or do? Have no clue 😦

Go Get ‘em tiger!

Do, make, have or take? An instant headache

P.S. A massive thank you to my friend Stu, a genius creator of my new templates. I love them and I love you too potato head.

 

 

How well do you know your folks?

IMG_20200323_184632

Introduction: 

This is a board game for A2+ students to review present simple and see how much they really know about their parents. You could send the game to the students beforehand to give them a chance to gather some information about their parents before the class. Students answer questions about BOTH parents and move around the board based on the grammatically correct answers they give.

 

Level: A2+

Time: 45 minutes

Objectives:

  1. To review present simple affirmative and negative forms.
  2. To answer questions about students parents.
  3. To beat other players, of course, by reaching the end of the game first.

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

  1. How well do you know your folks board game

Procedure:

  1. How well do you know your folks? is played by 2 to 4 players.
  2. Give students a copy of How well do you know your folks board game or display it on the screen if you are using Zoom.
  3. To see who starts do rock, paper, scissors.  If you have more than three players do rock, paper, scissors until there is only one person left. Whoever wins answers the first question first: Do they often arrive home late? Example answer: My mother never arrives home late. She arrives home at the same time every day. My father arrives home at different times, sometimes at 6 and sometimes at 8. All the players must answer the question from that square but DO NOT correct any sentences until all the players have finished. The players get one point for each correct sentence (one about the mother, one about the father). If the player receives two points they move 2 spaces, if they receive 1 point they move one space only, but if they have made mistakes in two sentences they stay on the same square and answer the same question in the next round. Encourage learners to give you a slightly different answer to the same question to avoid mindless repetition e.g. She arrives home  just after lunch, whereas my father doesn’t arrive until 8. The only requirement is for the learner to use the verbs in affirmative and negative sentences correctly. Of course take this opportunity to correct other mistakes too and “feed” students new vocabulary. When I did this activity with my students, I introduced some compare & contrast linking expressions e.g. as well as, too, also; but, however, while. You could give students an extra point for using one of the linking expressions correctly e.g. My mother arrives home after lunch , but my father doesn’t arrive home until 8.
  4. The winner is the player who reaches “End” first.
  5. At the end, ask the students to choose three questions and elaborate on them in writing.

Related posts:

Triple Treat

Zooming it

Brace yourselves. Phrasal verbs r bk

Single and ready to mingle

And the Oscar goes to…(Joaquin Phoenix pretty please)

Triple treat makes a comeback

Time to keep up with the times

So, what brings you here?

Also have a look at one of my activities that has recently been published on onestopenglish 😉

http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-worksheet/558308.article

http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-teachers-notes/558307.article

P.S. This post is dedicated to my mother Bogumiła and my father Robert. Kocham Was.

 

Zooming it

Introduction:

This is a board game to get to know your classmates better, disconnect and have some fun. Students ask and answer some interesting questions and if they happen to land on a green field they can either answer a question or perform a dare.

I have given you some dare ideas but please feel free to come up with your own or change them to make them appropriate for your groups or even ask the students to invent some dares, although that could potentially turn ugly very quickly :). I have deliberately chosen the questions that hopefully only evoke positive 🙂emotions from learners to make them feel good throughout the activity and take their minds off things. If you are using Zoom ( which I am guessing you probably are) just display the board on the screen for everyone to see or send it to your students before the class. Also when I use my games on Zoom these days I am the one in charge of the dice:) Hope you enjoy the activity.

Level: B1+

Objectives:

  1. To ask and answer interesting questions and perform challenging dares to inject some fun into our Zoom lessons

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

  1. Zooming it board game
  2. 20 dare ideas

Procedure:

  1. Give students a copy of Zooming it board game or display it on the screen if you are using Zoom or any other platform. If you are not currently using Zoom just follow the instructions of my other board games as the idea is pretty much the same although I have added a few twists this time.
  2. The teacher throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question. You could indicate who starts and then players continue clockwise or anticlockwise.
  3. If a player lands on a green field they can choose either to answer a question or perform a dare. I have given you some ideas but feel free to make changes. If a player lands on an orange field they answer the question themselves and if they land on a blue one they nominate someone to answer it.
  4. At the end, ask the students to give you three new things they have learnt about their classmates and three funniest dares they have seen their classmates perform during the lesson.

Related posts:

So, what brings you here?

Go Get ‘em tiger!

Know thyself

Triple treat makes a comeback

Also have a look at one of my activities that has recently been published on onestopenglish 😉

http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-worksheet/558308.article

http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-teachers-notes/558307.article

 

 

And the Oscar goes to…(Joaquin Phoenix pretty please)

Introduction:

This is a free board game to talk about films ( what a coincidence right?). Students can choose ONE of the Oscar winning films (e.g. Forrest Gump, A Beautiful Mind, Gladiator, Chicago, The Godfather  and whoever wins this year) and discuss it or refer to a different film each time they land on a question, but I guess it would be more interesting to stick to one film ONLY and discuss it in DEPTH. You could ask students which films they’ve seen before the activity and encourage them to  watch at least one of the films you are going to discuss in class.

Level: B1+

Objectives:

  1. To talk about films because the Oscars start in about 5 hours, so I guess that is a good enough reason.

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

  1. And the Oscar goes to board game

Procedure:

  1. Ask the students if they have seen any of the Academy Award nominated films this year and if so ask them to briefly tell you which films they have liked best.
  2. Put the students in pairs or groups and give them a copy of And the Oscar goes to…and a die and ask them to first decide which film they are going to discuss.
  3. 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.
  4. The players now answer the questions in pairs or small groups and in as much detail as possible.
  5. At the end, ask the students to write a short review of their favourite film.

Related posts:

Bookworms & Film Buffs

Lights, camera, action! Speaking activity

Lights, camera, action! Wordsearch

Also please check out all my other board games. There are over 30 of them on the blog.

My bucket list

You can now access this activity by clicking the links below:

  1. http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-worksheet/558308.article
  2. http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-my-bucket-list-teachers-notes/558307.article

Food for thought:

http://www.theguardian.com/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying

Related posts:

So, what brings you here?

Simply perfect

Summary of past or recent events

Double Decker

Time to keep up with the times

 

Money Money Money

Introduction: 

These are activities to introduce and practise phrasal verbs related to money. Students match the phrasal verbs to their definitions and play a board game.

Level: B2

Time: 70 minutes

Objectives:

  1. To introduce phrasal verbs related to money.
  2. To try and define the phrasal verbs using the context provided.
  3. To match the phrasal verbs to their definitions.
  4. To answer and ask questions about money whilst playing a board game.

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

  1. Money Money Money Worksheet and Board game, one per student.

Procedure

  1. Write ‘“Money often costs too much” Ralph Waldo Emersonon the boardAsk students to discuss the quote in pairs and give examples from their own lives, books, films etc.
  2. Hand the students Money Money Money Worksheet.
  3. In pairs, students try to first define the phrasal verbs (in bold) without looking at the definitions. Monitor and encourage students to keep trying but do not give them correct answers at this stage. The majority of my students managed to get 80% of the answers right, just from context.
  4. Individually, students match the definitions (a-l) of the phrasal verbs in sentences 1 to 12 and write them down in the spaces provided.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Next put the students in groups of 2 or 3, and give them a copy of Money Money Money board game and a die.
  8. Players must first complete the empty squares with phrasal verbs. Each player describes a situation with a particular phrasal verb in mind but without using the phrasal verb itself, e.g. Last week I went shopping and I spent a huge amount of money in Lush and Body Shop. I just couldn’t resist all those deliciously smelling potions and concoctions. When the other student(s) guess the phrasal verb is splash out they all write it down in the same square. Students continue until they have filled in all the squares. It’s a great way to start recycling vocabulary and personalising the activity straight away.
  9. 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 question /phrasal verb.
  10. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information. When a player lands on a square with a phrasal verb they must use it to form a question for their partner(s), e.g. Have you ever been ripped off?
  11. The game continues in the circle going left.
  12. At the end, ask students what they found out about their classmates.

Fast finishers:

  1. Ask students to write down some money tips/ financial advice for other students using the phrasal verbs studied, e.g.  Make sure you put some money aside each month.

P.S. Happy Birthday Queen B. I love you.

Related posts:

Keep up the good work

Stop beating around the bush

Phrasal verbs can be put off, never forgotten

Brace yourselves. Phrasal verbs r bk

How do you …?

Single and ready to mingle

 

Half full or half empty?

Introduction: 

This is a board game to introduce and practise idioms and phrases related to happiness and misery. Students divide the idioms into two categories: jumping for joy and running on empty (sad) and answer questions about happiness using the new idioms.

Level: B2

Time: 60 minutes

Objectives:

  1. To introduce idioms related to happiness and misery.
  2. To divide the idioms into happy and not so much.
  3. To answer and ask questions about happiness and misery whilst playing a board game.

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

  1. Half full or half empty board game, one per group.

Procedure:

  1. Ask students to briefly discuss in pairs whether they consider themselves to be positive or negative people and give examples from their own life.
  2. Next write the following idioms and phrases on the board:
  • To be a bundle of joy
  • To be happy as a clam
  • To be in bits
  • To be on cloud nine
  • To be reduced to tears
  • To be walking on air
  • To feel like a dog with two tails
  • To have a face like a wet weekend
  • To have a whale of a time
  • To have the blues
  • To mope around
  • To take something hard
  1. In pairs ask students to divide the idioms above into two categories: jumping for joy (happy) and running on empty (sad).
  2. Check together as a class and make sure students know the meaning of each idiom.
  3. Put the students in groups of 2 or 3, and give them a copy of Half full or half empty board game and a die.
  4. Now ask the players to write down the “happy” idioms in the orange squares (orange supposedly evokes feelings of happiness, optimism and energy) and “unhappy “idioms in the blue squares (said to express sadness, but can also be calming and soothing so not all hope is lost).
  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. When a player lands on a square they must answer the question from that square in as much detail as possible AND using two idioms (they can choose from either the idioms in the same row or the same column). Encourage students to ask each other additional questions to obtain more information. When a player lands on a square with an idiom they must use it to form a question for their partner(s), e.g. Do you always have a whale of a time when you go out with your friends?
  7. The game continues in the circle going left.
  8. At the end, ask students what they found out about their classmates.

Fast finishers:

Give students the scrambled up idioms and ask them to unscramble them from memory:

  • A time have of a whale to
  • Like to with tails feel two a dog
  • Of a joy be bundle to
  • To clam be as happy a
  • To hard something take
  • To weekend face like a wet have a

Related posts:

Ups and downs

Can’t stop dishing out idioms

You make my heart BEET 😉

Zzz

There is no place like…school

Keep up the good work

Introduction: 

These are activities to introduce and practise phrasal verbs related to work. Students match the phrasal verbs to their definitions and play a board game.

Level: B2

Time: 60 minutes

Objectives:

  1. To introduce phrasal verbs related to work.
  2. To match the phrasal verbs to their definitions.
  3. To answer and ask questions about work whilst playing a board game.

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

  1. Keep up the good work Worksheet, one per student.
  2. Keep up the good work board game, one per group.

Procedure

  1. Write ‘ “Work is the key to success and hard work can help you accomplish anything” Vince Lombardi on the boardAsk students to discuss the quote in pairs and give examples from their own lives.
  2. Hand the students Keep up the good work Worksheet.
  3. Individually, students write down the definitions (a-l) of the phrasal verbs in sentences 1 to 12 in the spaces provided. You could also ask students to first try and define the phrasal verbs without looking at the definitions.
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Next put the students in groups of 2 or 3, and give them a copy of Keep up the good work board game and a die.
  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 /phrasal verb.
  8. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information. When a player lands on a square with a phrasal verb they must use it to form a question for their partner(s), e.g.  Have you or  anyone you know ever been laid off?
  9. The game continues in the circle going left.
  10. At the end, ask students what they found out about their classmates.

Fast finishers:

  1. Ask students to briefly describe their professional career using at least 5 phrasal verbs they have learnt. Younger students could describe what they would like their future job to look like.

Food for thought:

http://www.youtube.com/watch?v=2R_BKlb_Y8k

Related posts:

Stop beating around the bush

Phrasal verbs can be put off, never forgotten

Brace yourselves. Phrasal verbs r bk

How do you …?

Single and ready to mingle

 

 

Beauty is in the eye of the beholder

Introduction: 

These are activities to introduce and practise idioms describing physical appearance. Students complete the idioms with the missing words, divide the idioms into Beauty and Beast categories, do a Find Someone Who activity and play a board game. As you can see there are plenty of opportunities to recycle new vocabulary. By the end of the lesson students will have used each idiom at least 6 or 7 times.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce idioms describing physical appearance.
  2. To complete the idioms with the missing words.
  3. To divide the idioms into two categories Beauty and Beast.
  4. To find students who, e.g. think that new born babies are as ugly as sin, write their names next to the sentences and ask for more details (Exercise 2).
  5. To answer questions about beauty whilst playing a board game.

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

  1. Beauty is in the eye of the beholder Worksheet, one per student.
  2. Beauty is in the eye of the beholder board game, one per group.

Procedure:

  1. Write The beholder eye the is beauty in of on the board. Ask students to unscramble the phrase and in pairs discuss if they agree or disagree with it.
  2. Hand the students Beauty is in the eye of the beholder Worksheet.
  3. Individually, students complete the idioms in Exercise 1 with the missing words.
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now, individually again, the students decide if the idioms are used to describe attractive (Beauty) or unattractive people (Beast).
  7. When they have finished, ask them to compare with their partner.
  8. Elicit answers from students.
  9. Next, students complete the missing words in the idioms again (exercise 2). Ask them to fold the sheet and try and do it from memory first. I try to use every opportunity for students to play with the new vocabulary as much as possible and in as many ways as possible to increase their chances of remembering the idioms.
  10. Students now mingle and try to get affirmative answers from their classmates, e.g. find someone who thinks newborn babies are as ugly as sin. If the other student says ‘yes’ they have to elaborate on their answer. Allow no more than 3 minutes for each interview. When the time is up ask students to switch partners.
  11. When the students have had a chance to ask everyone’s opinion, ask them which answers surprised them the most.
  12. Next put the students in groups of 2 or 3, and give them a copy of Beauty is in the eye of the beholder board game and a die.
  13. 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.
  14. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information. When a player lands on a square with a phrase they must use it to form a question for their partner(s) e.g.  When was the last time you were dressed to kill?
  15. The game continues in the circle going left.
  16. At the end, ask students what they found out about their classmates.

Fast finishers:

  1. Ask students to briefly answer one of the questions (in writing) on the board game using at least 3 of the idioms studied.

Related posts:

Cold reading

Who are you?

MEOW!

Mirror Mirror on the wall…

Wanted

Recommended podcast:

http://activateyourielts.libsyn.com/ielts-vocabulary-tips-for-teachers-and-students

Check out my friend’s podcast. This week we talked about learning and recycling new vocabulary and I think it makes for an interesting episode. Enjoy.

 

So, what brings you here?

Introduction: 

This is a board game that could be used to assess your learners’ needs or to simply do a review of tenses. Students answer questions in pairs or small groups of three and the teacher closely monitors to determine what the learners are struggling with. I have deliberately chosen the questions that hopefully only evoke positive 🙂 emotions from learners to make them feel good throughout the activity especially if is their first class and they don’t know the teacher and/or the classmates.

Level: B1+

Time: 45 minutes

Objectives:

  1. To assess the learners’ needs.
  2. To review past, present and future tenses etc.
  3. To answer questions containing the target language whilst playing a board game.

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

  1. So, what brings you here board game and one die per group of 3.

Procedure:

  1. Put the students in groups of 2 or 3, and give them a copy of So, what brings you here? 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 all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information.
  4. The game continues in the circle going left.
  5. At the end, write down the mistakes students made during the activity and ask them to correct them in their teams.
  6. Check together as a class.
  7. Ask students what they found out about their classmates.

Recommended reading:

https://www.forbes.com/sites/amberjohnson-jimludema/2018/03/29/for-a-high-performing-team-ask-positive-questions/#46af16781ddf

Related posts:

Do you believe in ghosts?

What would you do if…?

Brace yourselves. Phrasal verbs r bk