CAE – Karola' s English Blog

Posted on January 31, 2023January 31, 2023 by karolasenglishblog

FutureMe

This is a board game activity to talk about Future You and to revise future tenses.

Level: A2+

Objectives:

To practise and/or review the use of future tenses
To review different ways to talk about the future
To help students choose the most appropriate future tense
To develop speaking skills

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

futureme Download

Procedure:

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).

Display FutureMe board game on the screen.
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.
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).
The students then share what they have come up with and discuss it in more detail.
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.
At the end, ask students to share which of their classmates’ answers inspired, surprised or encouraged them to set new goals for themselves.

Related posts:

So, what brings you here?

Posted on January 5, 2023 by karolasenglishblog

These are two board game activities to talk about shopping. I live in Spain where the winter sales usually start around the 7th although certain cities like Madrid bring them forward to 1 January. For that reason I thought it was just the right time to talk about shopping and reflect on our spending habits, on how much we consume and how much of it is done on impulse rather than consciously and intentionally.

Both games are about shopping and spending but I would suggest Shop till you drop for younger learners and adults with an intermediate level of English. Add to cart, on the other hand, is more suitable for advanced or proficient learners and ones that are quite talkative and love debating challenging topics.

Do not forget to feed students new vocabulary throughout the activity and obviously do not forget about correction. You could also prepare a thematic vocabulary list and send it to your students before the class or ask them to research the topic themselves and then teach others new words they have learnt.

As always encourage students to ask each other questions and comment on each other’s responses.

Level: A2, B1, B2 (Shop till you drop)

Level: C1, C2 (Add to cart)

Objectives:

To practise speaking about shopping habits

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

shop-till-you-drop Download

add-to-cart Download

A die (use an online dice roller)

Procedure:

Give students a copy of one of the board games or display it on the screen.
The teacher (or students if they are working in small groups or pairs) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
The players then answer the question in small groups or pairs and in as much depth as possible. Encourage students to ask additional questions and ask for clarification and further explanation. At the end, ask students to tell you which questions or comments made by their classmates made them rethink their spending habits.

Related posts:

Triple Treat

Triple treat makes a comeback

BIG3

Quite a conversation piece

Are you bored or just boring?

Posted on January 3, 2023 by karolasenglishblog

Turn over a new leaf

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:

To write new year resolutions
To practise speaking skills
To increase fluency and confidence

Materials:

turn-over-a-new-leaf Download

A die (or an online dice roller)

Procedure:

Write the words New Year’s Resolutions on the board and check that all students understand the meaning and/or concept of it.
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.
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).
Display Turn over a new leaf on the screen.
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.
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?
Encourage students to ask additional questions and ask for clarification and details.
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.

Related posts:

2020 Round-up

P.S. Happy New Year

Posted on December 9, 2022 by karolasenglishblog · 1 Comment

Pros and Cons

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:

To practise speaking about pros and cons
To introduce pros and cons expressions
To increase fluency and confidence

Materials:

pros-and-cons Download

pros-and-cons-expressions Download

A die (or an online dice roller)

Procedure:

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).
Give students a copy of the board game or display it on the screen.
Put students 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.
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 😉
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).
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.

Related posts:

Quite a conversation piece

The art of conversation…

Posted on November 13, 2022 by karolasenglishblog · 2 Comments

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:

To practise speaking about friends and friendships.
To increase fluency and confidence.

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

bff Download

A die (use an online dice roller)

Procedure:

Brainstorm relationship vocabulary.
Give students a copy of the board game or display it on the screen.
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.
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.
At the end, ask students to give you three unexpected things they have learnt about their classmates.

Related posts:

How well do you know your folks?

Single and ready to mingle

Posted on November 26, 2021November 26, 2021 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:

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 😉
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.
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.
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:

To introduce idioms with body parts.
To complete the idioms with different body parts.
To match the idioms to their definitions.
To complete the questions with the missing body parts.
To answer the questions containing the target language.
To complete the sentences with the missing idioms.

Materials:

from-head-to-toe Download

from-head-to-toe-answers Download

Procedure:

Hand out a copy of From head to toe to each student or display it on the screen.
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.
Check together as a class.
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.
Now ask students to match the idioms to their definitions.
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.
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.
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.
Check together as a class.

Fast finisher ideas:

Ask students to choose 4 or 5 idioms and draw their literal and figurative meaning.
Research the origin of a chosen idiom and later share your findings with the rest of the class.

Related posts:

I spy with my little eye

“It is only with the heart that one can see rightly.” Little Prince

Posted on November 14, 2021November 15, 2021 by karolasenglishblog

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):

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.
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.
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.
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.
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:

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

Materials:

clothes-do-not-make-the-man-sequel Download

clothes-do-not-make-the-man-sequel-answers Download

Procedure:

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
Hand out a copy of Clothes do (not) make the man sequel to each student or display it on the screen.
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.
Check together as a class.
Ask students to match the idioms to their definitions (Exercise 2).
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).
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.
Check together as a class.
In pairs or small groups students now tell their classmates if the sentences in Exercise 3 are true for them.
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.
Check together as a class.

Fast finisher ideas:

Ask students to choose 4 or 5 idioms and draw their literal and figurative meaning
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
Choose 3 idioms and write down what an antonym of each idioms is
Research the origin of a chosen idiom and later share your findings with the rest of the class

Related posts:

Clothes do (not) make the man

Mirror Mirror on the wall…

Describe me

Somewhere over the rainbow

What a zoo

Posted on September 25, 2021 by karolasenglishblog

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:

To describe a process/procedure
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:

Hand out How to board game to each team/pair or simply display it on the screen if you are working online.
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.
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.
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.
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 😉
Monitor students throughout the activity, correct mistakes and feed them new vocabulary.
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 😉

Related posts:

How do you …?

Click!Click!Click!

The art of conversation…

Name three

Soap Opera

Posted on July 13, 2021September 14, 2021 by karolasenglishblog

Describe me

Introduction:

Describe me board game is a great activity to either teach or revise adjective word order. The activity can be easily adapted to different levels and keeps the students engaged as they progress through writing simple descriptive sentences to creating short, also descriptive, stories, letters etc.

I have also made three other boards if you want your students to describe something more specific or revise vocabulary related to a particular topic: a crime scene, a holiday or a perfect outfit. Take your pick and enjoy 😉

Two of my lovely students kindly allowed me to share their work to give you an idea of how they have dealt with the tasks. One has written four short stories using the Describe me board and the other has written an informal letter telling me all about the holiday he has just returned from and using the Describe me hols board game. Thank you for allowing me to share your work.

Level: A2+

Time:

45 minutes, but it can vary depending on the number of students and of course on how talkative and engaged they are or how engaged you make them;)

Objectives:

To revise the correct order of adjectives in a sentence
To write sentences using the correct adjective word order
To write short stories, letters etc. using the correct adjective word order and the nouns provided

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

describe-me-Download

describe-me-crime-scene Download

describe-me-hols Download

describe-me-outfit-ideas Download

task-sample-courtesy-of-a-Download

sample-letter-courtesy-of-g-Download

Procedure:

Before you start the game ask students to give you examples of adjectives and write them on the board. Encourage students to think of a wide variety of adjectives e.g. shape and material and not only colour and size.
Go through the basic order of adjectives with your students: Opinion, size, shape, age, colour,origin, material, and purpose. Write down a few example sentences on the board before you play the game. Also ask students to categorize the adjectives they gave you at the beginning.
Hand out Describe me board game to each team/pair or simply display it on the screen if you are using Zoom or any other online platform.
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 a noun. The nouns in the Describe me game are divided into six categories: a place, an object, a job, a piece of clothing/accessories, a situation and an animal to ensure a wide variety of adjectives used.
Now students write, individually, a sentence describing the chosen noun and using as many adjectives as possible but making sure the sentences actually make sense e.g. She bought a beautiful small white Scottish cat.
Students then read the sentences out loud and get a POINT for each correctly placed adjective. Encourage students to listen to others and award extra points if they manage to spot a mistake in a classmate’s sentence.
Next, students choose a noun from each category and write a short descriptive story. You can put the students in pairs or groups or ask them to work individually. Decide what is best for your students based on their age, level etc. Have a look at the task samples I have provided and which you can find in the materials section.
Monitor students throughout the activity, correct mistakes and feed them new adjectives.
At the end of the class ask students to share their stories with their classmates 😉 You will be surprised how creative they can get.

Alternative ideas:

Describe me Crime Scene. Students describe a crime scene after choosing six nouns from six categories: a piece of evidence, a type of weapon, a person, a place, a type of crime and a punishment.
Describe me Hols. Students could describe their last holiday, their dream holiday, plan an ideal holiday for their best friends etc. using the nouns from the following categories (all colour coded so it is easier to navigate): a type of holiday, holiday activities, a means of transport, a place, a person and a season/type of holiday.
Describe me Outfit Ideas. Students could describe an appropriate or inappropriate outfit for different occasions, using the nouns from the following categories: a piece of clothing, an occasion, a person, an accessory, a place and a time of day.

P. S. This post is dedicated to two lovely small fluffy kittens U&F 😉 and their two amazing and caring owners A&H.

Related posts:

Who are you?

Who are you? Sequel

Mirror Mirror on the wall…

MEOW!

CAE examination? Beat frustration with thorough preparation

Bookworms & Film Buffs

Are you bored or just boring?

Wanted

Ask a Q board game

Posted on July 7, 2021July 14, 2021 by karolasenglishblog · 1 Comment

Do Re Mi Fa Sol ♫

Introduction:

These are activities for upper intermediate students to introduce and practise music idioms. Students match the idioms with the correct definitions and answer some questions.

One of my C2 students kindly allowed me to share their work to give you an idea of how they have dealt with the task. They have done exercise 3 and written some creative questions and answers which included the music idioms studied in class. You can find my student’s assignment in the materials section. Well done C;)

Teacher tip/reflection:

Something I have been thinking about lately is how we often concentrate only on praising or highlighting our students’ English skills, often forgetting that they are not only acquiring language abilities in our classes but other valuable lessons that could later become useful or even invaluable in their everyday lives.

One of my teenage students is quite shy and, to start with, she found it hard to express herself and simply take risks in class unless she was absolutely sure her answers were correct. Having worked with her and encouraged her for over a year and a half I have noticed how she has grown into a more confident person, asking questions, taking initiative, actively engaging, speaking up and even occasionally politely correcting me if I happened to make a mistake or forget something. I can not tell you how much of a joy it is to see a student, who has been taught to treat teachers as omnipotent and all-knowing, never to be challenged or questioned, come into her own. She has become confident enough to create a dialogue with the teacher, take me off the pedestal and enter a teaching/ learning process that will ultimately benefit us both. As teachers, we have to make sure we create a comfortable, respectful and accepting atmosphere for our students to learn, an atmosphere that feels SAFE, a place where they can disagree with us, express themselves freely without being judged and focus on the PROCESS of learning rather than rushing to the predictable outcome.

Apart from learning grammar, vocabulary, pronunciation etc. I want my students to become confident, believe in themselves, and know they have the RIGHT to ask questions and look for answers. We are all continuously learning, regardless of our age and position, and no one EVER should be made inferior, or even worse, STUPID for simply asking a question.

Level: C1

Time: 60 minutes

Objectives:

To introduce music idioms and expressions.
To match the expressions with their definitions.
To practise the new expressions whilst answering questions.

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

do-re-mi-fa-sol-worksheet Download

do-re-mi-fa-sol-answers-Download

cs-homework-Download

Procedure:

Put students in pairs and ask them to briefly discuss the following questions: Why do we listen to music? How much time do you spend listening to music each day? Is there a song that makes you emotional? How important is music in your life? What are the advantages of listening to music? If music were removed from the world, how would you feel?
Hand students Do Re Mi Fa Sol Worksheet.
Individually, students try to match the underlined expressions with their definitions and then compare their answers with their partner.
Check the answers as a class.
Go to exercise 2 and from memory ask students to correct the mistakes in bold. You could turn it into a mini competition and maybe even time the students 😉
Now students answer questions 1 to 12 in pairs. Encourage them to ask their classmates additional questions to obtain more details.
If you have had no time to discuss all questions in class, ask students to answer a couple of them in writing at home.
Last but not least. Go to exercise 3 if you have time or/ and energy left 😉 This is a creative speaking/ writing activity inspired by a book called “Creativity Workout” by Edward de Bono. Students use the new words to answer the questions. It is a great mental challenge and it has always worked beautifully in all my classes and with all levels. I have provided you with some examples but of course feel free to come up with your own. Also if you enjoyed this activity don’t forget to check out my Random Words activities available on the blog.

Related posts:

What a zoo

What a zoo sequel

Somewhere over the rainbow

Somewhere over the rainbow Part 2

Cats & Dogs

I spy with my little eye

Home sweet home

Random words (Getting personal)

Random words (Once upon a time…)

Random words return

Ups and downs