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:

  1. To describe a process/procedure
  2. To revise/practise linking words used to describe a process

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

Procedure:

  1. Hand out How to board game to each team/pair or simply display it on the screen if you are working online.
  2. 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. 
  3. 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.
  4. 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.
  5. 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 😉
  6. Monitor students throughout the activity, correct mistakes and feed them new vocabulary.
  7. 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

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

Ir(regular) Xmas

Introduction:

This is a fun activity which allows students to recycle regular and irregular verbs and practise writing short summaries . The video reminds me of my dad, also Robert, who is not great at languages but he keeps learning and trying his best. 🙂

Objectives:

  1. To practise regular and irregular verbs in context.
  2. To encourage pair work.
  3. To correctly use linking expressions.
  4. To write a short summary of the advert.

Procedure:

1. In pairs, the students discuss what activities they do at Christmas, e.g. I spend a lot of time with my family , I eat out a lot with my friends etc. Ask if they ever spent Christmas separated from their family and, if not, how do they think it might make them feel.

2. Tell students you are going to show them a short Christmas advert.

3. Play the video (A Christmas advertisement for Polish auction website Allegro):

4. Ask students what they thought of the advert and what emotions it evoked in them.

5. Put students in pairs or groups of three; give them 2 minutes to brainstorm verbs from the advert, and as they call them out, write them on the board. You don’t need to write all their suggestions, but ensure you have at least 20 verbs e.g. arrive, memorise, receive, study etc.

6. Ask one student from each group to write the past simple form of each verb on the board next to its infinitive.

7. Students write affirmative sentences about what happened in the story using the verbs in past simple e.g. The man in the advert practised his English every single day. He watched TV in English every night. When the students are finished they put the sentences in chronological order.

8. Elicit the following connecting words e.g. afterwards, as soon as, at first, at last, before long, in the meantime, later, next, soon, then, etc.

9. Students write a short summary (140 words ) of the advert using the sentences they wrote previously as a guide. For example, An older man received a dictionary. At last he was able to start learning. Before long his house was covered in post-it notes he used to memorise and study new vocabulary.

P.S. Merry Christmas

Related posts:

Best birthday ever

Time to keep up with the times

Summary of past or recent events

Soap Opera

Soap Opera

OBJECTIVES:

  1. To increase speaking fluency.
  2. To practise past tenses and descriptions of people.
  3. To structure and sequence a story using appropriate expressions.
  4. To develop writing skills.

PROCEDURE :

• Before the lesson, cut several A4 sheets into 8 squares of paper. The number of squares you need in total is 6 x the number of students in your class. So, if you have 11 students, you need 66 pieces of paper.

• Introduce the topic of TV. In groups, ask them to discuss their favourite TV programmes. Write any new vocabulary you hear on the board.

Ask students :What is a soap opera? What examples can they give? A soap opera is made up of episodes normally shown daily or several times a week, and continues to run throughout the year. Elicit ‘cliffhanger’ and ‘flashback’ / ‘flash-forward;

• Divide the class into six groups and give each group one of the topics below – suggest the examples but do not control their creativity.

1) event, such as funeral, wedding, coronation, etc.
2) place, such as New York, library, on a boat, etc.
3) job, such as architect, builder, astronaut, etc.
4) name & age, such as Vera 43, Tom 17, etc.
5) verb, such as laugh, write, misunderstand, etc.
6) object, such as knife, pencil, cup, etc.

• Give each group the same number of pieces of paper as you have students. So if you have 11 students, give each group 11 pieces of paper. They must write one example of their topic on each square of paper.

• One person from each group must hand out one of their squares to each student, so each student ends up with six pieces of paper, one for every topic.

• Put them into groups of three or four and explain that they are going to create a soap opera: they must work together to invent one episode each which must contain each of their six topics, and these episodes must fit together to produce a soap opera.

• Each student must write their own episode – this prevents one student taking over the group.

• They present their soap operas at the end of the lesson and the winner is decided by a vote of hands.

• Homework: inventing the following episode ,which students can later compare with each other.

ADDITIONAL IDEAS:

• Ss could also prepare comic strips and illustrate the most important event in their story or you could prepare the strips and ask the ss to write down the dialogue
• You can include additional topics, such as linkers, or encourage use of a recent grammar point
• Bring pictures of people to class as it helps to visualise the characters
• Ss could vote for the soap opera, present the other teams with only the first episode and the rest could predict what happens next (language of prediction)
• The teacher could act as a TV producer and ss have to convince you their soap opera is the best to invest in
• Ss could also briefly present their pilot episode to the rest and others could suggest five things they would like to see more of if the show were to be successful
• Later other groups could write a review of the pilot episodes
P.S.Big thanks to my lovely friend Alex for her constant encouragement and feedback.

Related posts:

Best birthday ever

Time to keep up with the times

Put yourself in my shoes

Summary of past or recent events