Before and after

Introduction:

This is a Before and After board game to practise/revise past perfect and past simple in an entertaining way. Students create sentences in the past perfect and past simple tense depending on the sentence they start with. The idea is to create a character and relate the sentences to each other which can later be used as a foundation for a short writing task.

Level: B2+

Time: 50 minutes

Objectives:

  1. To revise the past perfect and past simple tense.
  2. To come up with sentences related to each other which can be used as an inspiration for a writing task.

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

  1. Before and after board game, one per team.

Procedure:

  1. Hand out Before and after board game to each team or simply display it on the screen if you are using Zoom or any other online platform.
  2. 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 sentence. 
  3. If a player lands on a square with a sentence in the past simple tense they have to try and predict what happened BEFORE e.g. After he had managed to finally save some money, he bought a new car.  If they land on a square with a sentence in the past perfect tense, they predict what happened AFTER e.g. He had set up a successful company by the time he was 20. Since the students are working together or in small groups they discuss their ideas first, make their predictions and later write down their examples. Before the activity tell students that all these sentences are about one character and they should try and connect the sentences. This way it is more engaging and the students get more invested in the task. 
  4. Monitor at all times and go through some of the most problematic sentences together. At home ask students to write a short story about the character they have created in class, using some of the sentences they came up with.

Related posts:

Simply perfect

A trip down memory lane

Summary of past or recent events

Double Decker

Best birthday ever

Ir(regular) Xmas

A trip down memory lane

Introduction:

This is a fun board game to practise asking and answering questions in the past simple tense. Students ask and answer questions about a variety of topics and get points for each correct question.

Level: B1+

Time: 45 minutes

Objectives:

  1. To practise asking questions.
  2. To answer other students’ questions.

Materials:

  1. A trip down memory lane board game and an online dice roller if you are teaching online 😉

Procedure:

  1. Display the game on the screen and put students in pairs or small groups of 3 or 4.
  2. Students take it in turns to throw the dice and move the numbers thrown.
  3. To obtain a verb for the speaking activity students throw the dice twice. The first throw indicates which column they should use, and the second throw which row they should use to obtain the verb.
  4. Next students write down as many questions as possible related to the expression in the square making sure they use the actual verb in some of the questions. You can set the time limit and tell students they will be racing against other teams/students. If the students land on 2:1 (To argue with a friend) they could think of the following questions: When was the last time you argued with a friend? What did you argue about? Did you reach an agreement? Did you cry/get upset/ shout at each other etc.? How long did you argue for? Who started it? etc. Encourage them to start with Who, What, Where, When, Why and How and not just an auxiliary verb. You could take this opportunity to also revise subject and object questions.  A quick reminder: Subject questions (Question word + verb in simple past in this case +object e.g. Who started the argument?). Object questions (Question word +auxiliary verb + subject + main verb e.g. What did you argue about?).
  5. Go through the questions together and award a point for each correct question.
  6. In their groups, the students then answer the questions in as much detail as possible.
  7. The game continues until you run out of steam or are saved by the bell 😉 Just kidding.
  8. At the end, ask students to write down 4 additional questions for their classmates about a topic that sparked their interest the most.

Related posts:

Simply perfect

Double Decker

Best birthday ever

Summary of past or recent events

Ir(regular) Xmas

Soap Opera

What’s with all the questions?

How well do you really know your place of work?

Also have a look at one of my activities that has been published on onestopenglish where students practise forming questions and affirmative or negative sentences whilst using the time expressions typically used with the past simple and present perfect tenses:

http://www.onestopenglish.com/community/lesson-share/winning-lessons/grammar-and-vocabulary/time-expressions/556365.article

P.S. Happy birthday dad 😉

 

To err is human

Introduction:

This is an activity for lower intermediate students to review some of the most common mistakes they make in an entertaining way. The students correct the mistakes in the sentences on the board. If they manage to do it correctly, they add either an O or an X to the board until they line up 6 symbols in a row. The mistakes in the exercise are genuine  mistakes made by my own students on a regular basis.

Level: B1

Time: 30 – 45 minutes

Objectives:

  1. To identify and correct common mistakes made by lower intermediate students.
  2. To line up 6 symbols (O or X) in a row.

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

  1. To err is human board game one per team or display on the screen for everyone to see.

 Procedure:

  1. Divide the students into teams and display To err is human board game on the screen if you are using Zoom. If you have smaller groups students can also play individually.
  2. To see who starts do rock, paper, scissors.  Whoever wins chooses the square they want to start with. Next the player(s) identifies and corrects the mistake in the square they have chosen. There is only ONE mistake in each sentence e.g an incorrect preposition, article or a verb form etc. If the player(s) manages 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.
  3. Monitor at all times and go through some of the most problematic sentences together at the end of the class. At home 😉 ask students to correct the sentences in all the squares without an icon.

P.S. Thank you for your feedback Mr. Potato. As always taken on board.

P.S. Have a look at one of my activities that has been published on onestopenglish this month ;). 

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

Related posts:

Can you see the error of your ways? Sequel

My favourite mistakes card game

Can you see the error of your ways?

Make no mistake

Correct me if I am wrong

I will make better mistakes tomorrow

Bid it 2 Win it FCE Sentence Auction

Sometimes too much ain’t enough

Introduction:

This is a board game to practise too and enough. I have noticed that a lot of my students often mix them up so I prepared a short activity for them to practise both. Students get sentences that they have to react to and the person with the most polite, ingenious, creative sentence wins. If the students are not feeling very creative you can just settle for ( never a good idea, why not push them and demand more) correct responses but I would encourage students to stretch their imaginations a little and come up with some exciting ideas.

Level: A2+

Objectives:

  1. To create sentences with TOO or ENOUGH in response to sentences provided on the board.

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

  1. Sometimes too much ain’t enough board game

Procedure:

  1. Give students a copy of Sometimes too much ain’t enough 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.
  2. The teacher throws the dice twice – the first throw indicates which column the students should use, and the second throw indicates which row, to obtain the question. 
  3. The player now gets a sentence they must respond to using either TOO or ENOUGH. The idea though is for the players to be as polite as possible or as original as possible and of course correct. If their sentence is correct they receive one point, e.g. if they land on the first square I am not going to eat this soup, the possible answers could be: There are not enough flies in it, the starter was too filling and I couldn’t possibly eat more, the soup is not salty enough, too salty etc. etc.  The sky is the limit.
  4. The player with the highest number of points wins. Since the game could actually go on indefinitely, with students giving different responses to the same sentences, you can decide when to end the game.
  5. At the end, ask students to write down 3 ideas their classmates came up with that made them laugh, surprised them or provoked any other intense positive or negative reactions.

 

Can you see the error of your ways? Sequel

Introduction:

This is an activity for lower intermediate students to review some of the most common mistakes they make. The students correct the mistakes individually, write sentences that are true for them and interview their partners. The mistakes in the exercise are genuine  mistakes made by my own students during Continuously present and How well do you know your folks? activities.

Level: A2

Time: 45 minutes

Objectives:

  1. To identify and correct common mistakes made by lower intermediate students.
  2. To practice changing statements into questions.
  3. To develop fluency and confidence in speaking.

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

  1. Can you see the error of your ways sequel worksheet, one per student, per pair or a small team.

Procedure:

  1. On the left hand side of the board, write I have 2 childrens and in pairs, or groups of three, ask students to highlight the error and correct it.
  2. When they have finished, ask them what the error was and underline it on the board. To the right of the sentence, ask them to write their correct sentences on the board. Go through them together as a class and ask which statement is true for them e.g. I don’t have any children, I have one child, I have two children etc.
  3. Then, in their pairs or individually, ask the students to change the statement from the second column into a question, e.g. Do you have any children? How many children do you have? Write on the board to the right of the correct sentences.
  4. Clarify understanding and explain any incorrect suggestions.
  5. Give each student Can you see the error of your ways sequel… or display it on the screen if you are using Zoom and individually ask students to circle the mistakes in sentences 1 to 10.
  6. When they have finished, check together as a class.
  7. Individually, students then write correct sentences in the second column, making each statement true for them, as per the example ( if you are using Zoom ask students to make notes on a piece of paper and when they are finished copy the examples on the board).
  8. Check together as a class.
  9. Individually, ask the students to change the statements from the first column into questions and write them down in the third column, as per the example.
  10. Monitor closely. When they have finished, they check the answers with a partner.
  11. Explain any mistakes on the board.
  12. Then, put students into pairs, or groups of three, and ask them to interview each other using the questions.
  13. If students need more practice, ask them to switch pairs / groups and repeat the process.

Fast finishers:

  1. Ask students to write down 4 things they have learned about their classmates.

Related posts:

Make no mistake

Correct me if I am wrong

I will make better mistakes tomorrow

Blah Blah PET Part 1

Can you see the error of your ways?

Bid it 2 Win it FCE Sentence Auction

Bid it 2 Win it Sentence Auction

My favourite mistakes card game

 

Active noughts & passive crosses

Introduction:

This is a free board game to practise/revise active and passive voice in an entertaining way. Students change passive-voice sentences to active voice sentences or active-voice sentences to passive voice sentences. If they manage to do it correctly, they add either an O or an X to the board until they line up 6 symbols in a row.

Level: B1

Time: 30 – 45 minutes

Objectives:

  1. To revise passive and active voice.
  2. To change a passive voice sentence to an active voice sentence or an active voice sentence to a passive voice sentence and line up 6 symbols (O or X) in a row.

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

  1. Active noughts passive crosses board game one per team.

 Procedure:

  1. Divide the students into teams and hand out Active noughts & passive crosses board game  to each team or simply display it on the screen if you are using Zoom. If you have smaller groups students can also play individually.
  2. To see who starts do rock, paper, scissors.  Whoever wins chooses the square they want to start with. Next the player(s) turns the sentence from active into passive voice or passive into active voice (the sentences in the dark blue squares are active-voice sentences and the ones in light blue squares are passive-voice sentences. 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.
  3. Monitor at all times and go through some of the most problematic sentences together at the end of the class. At home ask students to transform the sentences in all the squares without an icon into either a passive or an active voice sentence.

Related posts:

Two-round boxing match

 

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

 

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

 

 

Simply perfect

Introduction: 

This is a board game for B2 students to review past simple and present perfect. Students complete the board game with their own examples and then answer question in pairs or small groups of three.

Level: B2

Time: 45 minutes

Objectives:

  1. To review past simple and present perfect.
  2. To write examples on the board using the target language.
  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. Simply perfect 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 Simply perfect board game.
  2. Students first underline the verbs in all the questions on the board.
  3. Next, students use the underlined verbs to write a new question in the empty square provided below, changing all questions in the past simple tense into questions in the present perfect tense and all the questions in the present perfect tense into questions in the past simple tense, e.g. Change the question in Square 1:1 What did you eat for dinner last night? into What have you eaten today? for Square 2:1. Change the question in Square 4:1 Have you ever ridden an animal? into Did you ride a horse when you were little? for Square 4:2. The only requirement is for students to use the same verb in their new question.
  4. When the students have finished they pass their board game to the team/ group on their right.
  5. Students now go over ALL the examples written by their classmates to make sure they are grammatically correct.
  6. Check together as a class.
  7. Hand each group a die.
  8. 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.
  9. 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.
  10. The game continues in the circle going left.
  11. At the end, ask the students to choose three questions they didn’t answer during the game and answer them in writing.

Related posts:

http://www.onestopenglish.com/community/lesson-share/pdf-content/lesson-share-time-expressions-lesson-plan/556366.article

Summary of past or recent events

Best birthday ever

Ir(regular) Xmas

Double Decker

Do you believe in ghosts?

Introduction: 

This is a board game for B2 students to review common verbs and prepositions. Students answer questions containing the target language and do a couple of recycling activities at the end to further reinforce the vocabulary.

Level: B2

Time: 45 minutes

Objectives:

  1. To review common verbs and prepositions.
  2. To use the verbs and prepositions in context whilst playing a board game.

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

  1. Do you believe in ghosts? board game.
  2. One die per group of 3.

Procedure:

  1. Put the students in groups of 3, and give them a copy of Do you believe in ghosts? board game and a die. All the verbs and dependent prepositions are in bold to encourage noticing.
  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, ask the students to copy all the verbs and prepositions in alphabetical order in their notebooks and finally circle the verbs they use on a regular basis, underline the ones that were new and tick the expressions they didn’t get to use whilst playing the board game.

Fast finishers:

  1. Ask students to write their own questions with the verbs they didn’t practice whilst playing the board game and interview their classmates.

Related posts:

A grand (two-party) coalition of verbs and prepositions