Name three

Introduction:

Name three board game is a great speaking activity to get to know each other better and to revise linking words to express reason. The activity can be easily adapted to different levels.

Teacher tip/reflection:

This is one of those activities where I would strongly encourage teacher participation.

I have been teaching for over 11 years now and my approach keeps changing as I grow older. Sometimes I go back to the things I used to do when I first started teaching, sometimes I become too attached to a certain methodology or a technique and struggle to let go of it, and sometimes I just trust my gut, tune into my students and let my intuition guide me. After finishing my Delta I became fiercely attached to accomplishing all the lesson objectives, ticking things off the list, and often I think, to the detriment of my students. It resulted in me emotionally withdrawing from my classes, as I thought my priority was to diligently go through all the points in the lesson plan and not disappoint anyone (I am thinking of an imaginary tutor watching my every step). I became what I would call “clinical”and thorough, but somehow life was sucked out of my lessons. I was trying to comply, to be formal and as a result came across as detached and hard to reach. It was not until a couple of years ago that a few students actually asked me to get more involved, to share my personal opinions with them and shorten the distance I created. I initially resisted as I thought I was robbing them of speaking opportunities. Then slowly I become comfortable with opening up again. I am not saying you have to reveal secrets to your students but we create relationships with the people we work with and I want these relationships to be more authentic, more real. My students are curious, they want to know about the culture I come from, my experiences and opinions and they really appreciate it if I show them the vulnerable, human me instead of an ‘authority’ on a pedestal.

That’s why I actually participated in today’s activity and did not hold back. We had a lovely time and I would encourage you to do the same. You might be surprised how much you will discover about yourself.

Level: A2+

Time: 30 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:

  1. To name three things in a given category 
  2. To revise linking words to express reason
  3. To get to know others, and frankly, yourself, better 😉

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

Procedure:

  1. Hand out Name three board game to each team/pair or simply display it on the screen if you are using Zoom or any other online platform.
  2. Before you start the game go through some common linking words to express reason e.g. because, because of, so, since, as, etc. I have attached a list of appropriate linking words with my own examples so feel free to use it.
  3. The teacher or a student throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the category.
  4. Now students must list three things that fit that category and think of the reason WHY they chose these things. 
  5. Monitor and make sure students use linking expressions other than because 😉 as we all tend to stick to what we know best and what we are comfortable with so insist on using a variety of expressions.
  6. An alternative idea is to ask students to try and predict what their classmates’ answers might be. I have done it with a class of students that have known each other for a very long time and it worked like a dream, but you could also make it work with students that don’t know each other that well. It might be fun for them to see what others think and it will definitely encourage them to listen very closely as they will have to correct their classmates if their predictions are wrong.
  7. Monitor students throughout the activity, correct mistakes and feed them new vocabulary. 
  8. At home ask students to choose 3 categories that speak to them and answer them in writing. Tell them to try and use a different linking word in each answer.

Related posts:

A good old chin wag

So, what brings you here?

Zooming it

Know thyself

Looks & personality

What a zoo sequel

Introduction:

This is an activity to introduce and practise animal idioms. Students first answer a few questions, complete the idioms with the missing animals, match them to their definitions and answer some questions using the target language. 

To my mum and Nero

Teacher tip/ reflection:

I would suggest getting some images of animals for this class especially of a moth, a weasel and a herring as those three were problematic in the groups I’ve done the activity with. At the beginning you can ask students to quickly match the images to the names of the animals. It seems like a simple task, but it engages students more than a mere list of words, and we can often forget how powerful images can be. I know that I often forget 🙂 and could definitely do with using more visuals in my own classes. The images can then be used throughout the activity to give students clues as they go through the tasks. I strongly resist the urge to feed my students the answers and usually come up with a series of clues to gently 😉 GUIDE them towards the answers instead. It’s more empowering, they are more engaged, proactive and take responsibility for their own learning and it also helps them create new associations. I also often ask other students to give clues to their classmates after I’ve checked they completed the tasks correctly of course.

Here are some examples of clues I’ve given my students for the following idioms in today’s activity:

  1. Till the cows come home: Asturiana, Pascual (two major dairy brands in Spain, where the majority of my students are from. If not, Milka should do the trick 😉
  2. The lion’s share: A famous Broadway musical, Hakuna Matata, the king of the jungle
  3. Black sheep: Wales is famous for them; we make hats and scarves out of their beautiful warm wool
  4. A sitting duck: Donald, a famous story in which this animal turns into a beautiful swan

Reinforce the clues with the images if necessary and have fun;)

Level: B2

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of animal idioms.
  2. To match the idioms to their definitions.
  3. To answer questions containing the target language in pairs.

Materials:

Procedure:

  1. Hand out copies of What a zoo sequel Worksheet or display it on the screen.
  2. Tell students to, in pairs, answer questions in Exercise 1.
  3. Next ask students to complete the idioms with the missing animals. Check if they know the meaning of moth, weasel and herring.
  4. Check together as a class. I always ask EVERYONE to compare FIRST rather than list the right answers. At this stage people are unsure and doubtful but there is usually someone in the classroom who is able to peer correct. It makes students so much more confident when you show them they can do it without your help but you are always present to provide the support and guidance if they are at a loss.
  5. Ask the students to match the idioms to their definitions. Students first work in pairs to encourage cooperation and show them how much they can learn from each other and that the teacher is NOT the only source of knowledge in the classroom. 
  6. Check together as a class.
  7. When the students have finished, ask them to look at the questions in Exercise 3 and first try to complete the sentences with the missing words. The first letters have been provided to make this memory workout slightly less daunting. You can turn this task into a mini competition to add some excitement.
  8. When they have finished, ask them to compare with their partner and then check together as a class.
  9. Students now answer the questions in pairs or small groups using the animal idioms as often as possible.

Fast finishers:

  1. Ask students to draw four expressions they have learnt in class in their notebooks.

Related posts:

What a zoo

MEOW!

Cats & Dogs

Cat got your tongue? Speak up

Let it snow…

Introduction:

This is an activity to introduce and practise winter idioms. Students first answer a few questions, complete the idioms with the missing ‘chilly’ words, match them to their definitions and answer some questions using the target language. I think this activity is quite appropriate not only because it is actually winter but also because we have recently enjoyed the biggest snowfall in decades here in Madrid. I have seen people put on their skis and snowshoes as well as sledding down the slopes all over the city. I hope your students are going to enjoy this activity as much as I am trying to enjoy the snow ;). Also don’t forget to check out my thematic fast finisher ideas at the end.

Teacher tip/reflection: 

One of the things I love doing when teaching idioms is to tell my students about the origin of the idiomatic expressions we study. It is not always clear where these expressions come from and not all sources can be trusted, but it hasn’t stopped me from trying. I have found that students find it easier to memorise the expressions if there is a story to go with it and it also often gives them the opportunity to learn more about the culture that speaks the language they are studying. My favorite idiom in today’s activity is to go cold turkey. Allegedly the phrase comes from the similarities between a drug addict in withdrawal, who is cold to the touch and covered in goosebumps and looks like a refrigerated turkey. Who knows?

Level: B2+

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of chilly winter idioms.
  2. To match the idioms to their definitions.
  3. To answer questions containing the target language.

Materials:

Procedure:

  1. Hand out a copy of Let it snow to each student or display it on the screen.
  2. Tell students to, in pairs, answer questions in Exercise 1.
  3. Next ask students to complete the idioms with the missing chilly winter words. 
  4. Check together as a class but ask students to first compare their answers with their partners. Always 😉
  5. Ask the students to match the idioms to their definitions. 
  6. Check together as a class but again ask students to first compare their answers with their partners. 
  7. When the students have finished, ask them to look at the questions in Exercise 3 and first try to complete the sentences with the missing words. The first letters have been provided to make this memory workout slightly less daunting. You can turn this task into a mini competition to add some excitement.
  8. When they have finished, ask them to compare with their partner and then check together as a class.
  9. Students now answer the questions in pairs or small groups using the chilly idioms as often as possible.

Fast finisher ideas:

  1. Ask students to write a brief weather report describing what the weather has been like recently where they live, what it is like at the moment and what it will be like for a period in the future. 
  2. Write a list of 5 things to do to get your car out of a snow drift e.g. travel with a bag of kitty litter. You can tell I have been inspired by the current weather conditions.
  3. Come up with a dish using the following ingredients: Buckwheat, tuna, two tomatoes, mayo, half a pepper, three avocados, curry sauce, almond milk and pumpkin seeds. Make sure the food lasts for at least two days (Note: the supermarkets were closed for two days in my area and there were no deliveries so I was quite limited as far as cooking was concerned and these were the only things I had in my fridge 😉
  4. Come up with a list of simple pleasure to savour in winter e.g. cosy blankets, hot chocolate, drinks beside the fire etc.
  5. List as many winter sports as you can e.g. ice dancing, ice skating, Nordic walking ski bobbing etc. 

Related posts:

Lovely day, innit?

2020 Round-up

Introduction:

This is a board game activity to reflect on the past year. Students answer questions about the challenges they faced, things they learnt, things they would have done differently, etc. This time I have decided to add what I myself learnt in 2020. Scroll down to keep reading 😉

Level: B1 +

Objectives:

  1. To reflect on the past year.

Materials:

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 or display the game on the screen.
  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.

Lessons I learnt in 2020:

Life is unpredictable;) We try and put things in place to fool ourselves into thinking we have everything under control, yet we do not control anything other than our own reactions to what happens. Before 2020 we might have been under the illusion that life bent to our will, but I am sure that with the arrival of the pandemic those illusions were quickly shattered. What I learnt, faced with unpredictability and uncertainty on a daily basis, is to let go, accept and to drop resistance. I know now that the more I resist reality and the present moment the more painful it is to move forward.

The power of positive habits and routines. I have been meditating now for a long time and I can not even begin to explain the power of meditation and how key it has been in moments of both happiness and pain. It helped me relax, stay grounded, realise the impermanence of things and allowed me to detach from what I strongly identified with e.g. my life story, people, material possessions, places etc. As I have realised, we fall back on our habits in the times of crisis, so I wanted to make sure my routines in 2020 were solid and definitely supportive of my health and well-being. I established a strict routine of yoga, meditation and walks in nature which helped keep me calm and reduced anxiety. Bringing myself back to centre also helped me control my negative emotions. I was acutely aware I did not want to project my fear and anxiety on others and did everything I could to manage and process my emotions in solitude and avoid taking things on other people. I apologise to anyone I took my anger out on last year. I am sorry;) 

Being surrounded by the right tribe. Energy is contagious and surrounding yourself with people who will lift you up and support you is key, but letting go of relationships that are no longer serving us is hard. In 2020, I had to let some relationships go. No hard feelings. It is what it is. We meet others to learn and grow but not everybody is meant to stay in your life. I have learnt not to force, push and try to fix things that maybe, at this moment in time, are not meant to be. The people that are meant to stay in your life, will stay or if they have only momentarily left, will return 😉

Authenticity. A year like 2020 certainly brings you to your knees. It has forced me to be more authentic, to be less of a people pleaser in search of validation and approval, to finally face certain things I’ve been avoiding or distracting myself from. I am no longer able to look away. I feel like the masks I have been wearing are coming off. Although I am still far from living in alignment, I am definitely striving daily to only keep things in my life that align with my values and goals. Lockdown helped/ forced 😉 me to turn even more inward by eliminating every distraction I surrounded myself with before the pandemic.

Responsibility. I have seen how much of what we do, we do unconsciously, automatically, without taking into account how it might affect others. We are quick to blame, judge, point fingers and criticise without pausing to examine how we might have contributed to problems we are now facing. We all want great things in our lives, but everything comes with its own set of positive and negative characteristics that we have to take responsibility for. I have tried to stop, not to react so quickly, to create a gap between the stimulus and my reaction and then if necessary respond. I am slowly trying to become more intentional, deliberate and responsible in my choices. More conscious.

There are more lessons I am sure but that’s all I have been inspired to share today 😉

Thank you to all my lovely students for making 2020, despite everything, beautiful and enriching. I love you 😉

Thank you for my new template Stu 😉

Thank you for inspiring me to write what I learnt in 2020 Vanesa E. 😉 and for sharing the podcast below.

Food for thought:

Somewhere over the rainbow Part 2

These are activities for students to introduce and practise colour idioms. Students complete the idioms with the missing colours, then complete the sentences with the missing expressions and in pairs answer questions containing the idioms.

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce colour idioms.
  2. To complete the idioms with the missing colours.
  3. To complete the sentences with the missing idioms.
  4. To practise the new expressions whilst asking and answering questions.

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

Procedure:

  1. Put students in pairs and ask them to briefly discuss questions in Exercise 1.
  2. Hand students Somewhere over the rainbow Part 2 Worksheet or display it on the screen for everyone to see.
  3. Individually, students first try to complete the idioms with the missing colours (Exercise 2).
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers and elicit meaning. Clarify the expressions that are new or not quite clear.
  6. Now, students complete the sentences 1 to 12 with the missing idioms (Exercise 2). When the students have finished, they compare their answers with a partner.
  7. Check the answers as a class.
  8. Go to exercise 3 and from memory ask students to correct the mistakes highlighted in different colours. You could turn it into a mini competition and maybe even time the students 😉
  9. Now students answer questions 1 to 12 in pairs. Encourage them to ask their classmates additional questions to obtain more details.
  10. If you have had no time to discuss all questions in class ask students to answer a couple of them in writing at home.

Fast finishers:

Ask students to rate the expressions from the most to the least useful, according to them.

Related posts:

Home sweet home

Cats & Dogs

Ups and downs

What a zoo

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

I spy with my little eye

Somewhere over the rainbow 

P. S. This post is dedicated to my lovely student Raquel, who was tickled pink about learning new colour idioms today. Thank you for a wonderful class my dear 🙂

Yay or Nay

Introduction:

This is a fun debating board game that can be adapted to both bigger and smaller classes. Students practise the language used in debates and get a chance to discuss and explore a variety of interesting topics.

Level: B2+

Time: Till the cows come home

Objectives:

  1. To revise and practise using agreeing and disagreeing expressions.
  2. To practise fluency by discussing a variety of topics.

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

  1. Yay or Nay board game, one per team or class

Procedure:

  1. Hand out Yay or Nay board game to each team or simply display it on the screen if you are using Zoom or any other online platform.
  2. Split the class into two small teams ( of course this will all depend on the size of your class). 
  3. 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 topic.
  4. Tell each team to think of arguments FOR and AGAINST the particular topic. Give the class about five minutes to brainstorm some ideas. Monitor and help if necessary. 
  5. Before you begin the actual debates, go through some agreeing and disagreeing expressions. I have written a few expressions in a box above the board game so they are easily accessible for both the students and the teacher.
  6. Next, tell one group they are FOR the topic and one group that they are AGAINST the topic unless you want students to freely discuss the topics which often works better. I found that when I tell my students that they are for or against a certain statement, they often run out of steam quite quickly and feel they can no longer participate and contribute. You know your students best so decide on the course of action based on what encourages them and makes them come alive.
  7. Discuss the topic for as long as you see fit or as long as the students find it interesting and keep coming up with new arguments. Avoid setting a timer and interrupting your students if they are engaged, since it could potentially lead to loss of interest and motivation. It is not always about achieving objectives and getting to the end of an activity as fast as possible but actually enjoying the process and having fun.
  8. Monitor and take advantage of this speaking activity to feed students some new expressions. 

Related posts:

BIG3

Triple Treat

Triple treat makes a comeback

Soap Opera

Lollypop debate

 

BIG3

Introduction:

These are three board game activities to talk about culture, the unexplained phenomena and sports. They can be used together or separately, and are a great way to help students practise speaking and develop fluency, as well as prepare FCE /CAE speaking exams.

Also I find these games extremely useful since most of us are now teaching online. You simply display a board game on the screen and that’s a speaking activity sorted for you. Do not forget to feed students new vocabulary throughout the activity and obviously draw their attention to any mistakes they might be making.  You could always prepare a thematic vocabulary list and send it to the students before the class or even ask them to research the topic themselves and then teach others some new words they have learnt.

As always encourage students to ask each other questions and comment on each other’s responses. Do not let it be a monologue. I often tell students that if I asked them the same questions in a bar or outside the classroom, the conversation would flow much more naturally so aim towards that and have fun 😉

Level: B2+

Objectives:

  1. To practise speaking about culture, the unexplained phenomena and sports.

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

  1. Culture Schmulture board game
  2. One, two, three, BUNGEE! board game
  3. The unexplained board game
  4. A die ( use an online dice roller) and a timer ( or no timer, play around and see what works for your group)

Procedure:

  1. Give students a copy of one of the board games or display it on the screen if you are using Zoom or any other platform.
  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.
  3. 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 further explanation. As I said in the introduction, do not let it be a monologue but a starting point for a great conversation.  Last week, in a 90 minute session my students answered only 2 questions, as they got so involved in the topic I didn’t dare interrupt their flow. I simply provided necessary vocabulary and correction and of course enjoyed listening to their ideas and opinions.
  4. At the end, ask students to give you three new things they have learnt about their classmates.

Related posts:

Triple Treat

Triple treat makes a comeback

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

 

 

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

 

Cats & Dogs

Introduction:

This is an activity to introduce and practise idioms with cats & dogs. Students first complete the expressions with the missing words, match the idioms to their definitions, complete the questions in Exercise 2 and answer the questions in pairs or small groups. 

Level: B2

Time: 50 minutes

Objectives:

  1. To introduce idioms with the words cat and dog.
  2. To match the idioms to their definitions.
  3. To complete Would you rather questions with the missing words and then answer the questions in small groups or pairs.

Materials:

  1. Cats and dogs Worksheet, one per student.

Procedure:

  1. Write the following statements on the board and ask students to decide if they are true or false: Cats have 32 muscles in each ear. Cats have no collarbone, which is one reason they are so flexible. Cats have 100 vocal sounds, while dogs have about 10. A dog’s sense of smell is 1000 times greater than a human’s. Every dog has a unique nose print with no two alike. Dogs sweat through their foot pads to keep them cool. All the statements are true Source : http://www.animalmedical.org
  2. Hand out a copy of Cats & Dogs Worksheet and ask students to complete the expressions with the words cat (meow, meow) or dog (woof, woof). When they are finished ask them to compare with their classmate(s).
  3. Check together as a class, but before you give students the answers make sure they compare as a whole class. Always encourage them to justify their answers to each other and if they are sure of their answer, to try and convince others they are correct. 
  4. Ask the students to match the expressions to their definitions. The students could first work individually and then compare with their partners, but once they get into groups or pairs they must agree on the answers. It encourages discussions and forces students to engage and defend their answers rather than mindlessly/distractedly do the task before moving on to the next one. 
  5. Check together as a class.
  6. After the first exercise and depending on how quickly the students completed the first two tasks, I divided them into groups and asked them to first draw and then mime the expressions they have learnt. The other teams tried to guess the correct expressions and received a point for each correct guess. You can skip this stage if you are pressed for time, but I find that students love this stage and are always eager to compete against each other and move around a bit, especially if you ask them to draw on the whiteboard.
  7. When the students have finished, ask them to complete Would you rather questions in Exercise 2 with the missing words. I usually ask students to fold the paper in half at this stage to try and encourage them to do it from memory which makes the task more challenging.
  8. When they have finished, ask them to go back to Exercise 1 and self correct before you check as a class.
  9. Next students answer the questions in pairs or small groups and justify each choice they made, e.g. I would rather be as sick as a dog every time I eat vegetables as I very rarely eat vegetables anyway, so I don’t think it would affect me.

Fast finishers:

  1. Ask students to come up with sentences that are true for them using the expressions they have learnt. Always encourage them to write down what is TRUE for them. It makes the activities much more personal and memorable.

P.S. This post is dedicated to Mateo and Nero.

Related posts:

What a zoo

Cat got your tongue? Speak up

MEOW!