Noughts and Crosses

 

Introduction:

This is an activity for PET students to practise Part 1 of the Writing Exam in a fun and competitive way. Students complete the second sentences in bold so that they mean the same as the first. The examples for this exercise are similar to the ones students could find in the PET exams (Writing Part 1).

Level: PET

Time: 45 minutes

Objectives:

  1. To complete the second sentences so that they mean the same as the first.
  2. To get a winning line of four Noughts or four Crosses in either a horizontal, vertical or diagonal row.

Materials:

  1. Noughts and Crosses Worksheet, one per pair.

Procedure:

  1. Divide the students into pairs and hand out a Noughts and Crosses Worksheet to each pair.
  2. Each player takes a turn to complete one of the second sentences in bold to mean the same as the first sentence using no more than three words. If they manage to do it correctly, they add either an O or an X to the board. The first player to line up 4 of their symbols in a row wins.
  3. Monitor at all times and go through some of the most problematic sentences together at the end of the class.

Fast finishers:

  1. Write 4 sentences about yourself using the structures from the sentences in bold, e.g.  I prefer working alone to working with other people. I have eaten a grasshopper before.

Brace yourselves. Phrasal verbs r bk

Introduction:

This is a Brace  yourselves. Phrasal verbs r bk printable board game for students to revise and practise using some common phrasal verbs. The students play a board game and predict what other students would rather do in different situations using the phrasal verbs embedded in the questions.

Level: B2+

Time: 45 minutes

Objectives:

  1. To practise using some common phrasal verbs whilst playing Brace  yourselves. Phrasal verbs r bk board game.
  2. To predict what other students would do in different situations.

Materials:

  1. Printable Brace yourselves. Phrasal verbs r bk board game.
  2. One die per group of 3.
  3. One checker per player.

Procedure:

  1. Put the students in groups of 3, and give them a copy of  Brace  yourselves. Phrasal verbs r bk 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 Player 1 lands on a square, the other player or players have to predict what he or she would rather do, justifying their predictions. Player 1 must then say which prediction was correct and why.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three things they predicted correctly and three things they would never have guessed.

Related posts:

Would you rather…?

Decisions, decisions…!

Single and ready to mingle

Hit the road

How do you …?

CAE examination? Beat frustration with thorough preparation

Introduction:

This is an activity for C1 students to practise word formation. Students change verbs into adjectives and create sentences true for BOTH them and their partner. The words for this exercise have been taken from the CAE exams (Reading and Use of English part 3) and they are examples of words my students tend to struggle with.

Level: C1

Time: 45 minutes

Objectives:

  1. To practise word formation.
  2. To create statements that are true for all the students working in pairs or small groups.

Materials:

  1. Worksheet CAE examination. Beat frustration with thorough preparation, one per student.

Procedure:

  1. Hand out a Worksheet CAE examination? Beat frustration with thorough preparation to each student.
  2. Individually, students use the words in the left-hand column to form adjectives, e.g. to avoid: (un) avoidable. Encourage students to provide examples of both negative and positive adjectives.
  3. When the students have finished, they compare their answers with a classmate.
  4. Monitor and check answers as a class.
  5. In their pairs, students now write sentences that are true for BOTH them and their classmate which guarantees plenty of discussion and recycling of vocabulary,g. Student A: I think the view out of our classroom window is outstanding? Student B: You must be kidding; the only outstanding thing about it is the lack of litter on the floor, unlike everywhere else in the city. The students continue until they find something they both agree is outstanding.
  6. When the students have finished, ask them to share the most interesting statements they came up with.

Fast finishers: 

  1. In pairs, students underline the common adjective suffixes, e.g. -able, etc. and come up with more examples of adjectives with the same suffixes.

Related posts:

FCE Examination? Beat frustration with thorough preparation

Word formation station. Get off without trepidation.

Word formation station. Get off without trepidation. Part 2

Would you rather…?

Introduction:

This is a free Would you rather…? printable board game for students to get to know each other better or/and to practise speaking for fluency. The game could be used at the beginning of each term/year, when a new student joins the class or as a starter or an activity at the end of the class.

Level: B1+

Time: 45 minutes

Objectives:

  1. To practise speaking for fluency whilst answering Would you rather…? questions.
  2. To learn new things about students’ classmates.

Materials:

  1. Printable Would you rather board game .
  2. One die per group of 2 or 3.
  3. One checker per player.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of ‘Would you rather…?’ 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, they answer the question from that square. The player has to justify their answer and give examples.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three things they have strongly agreed on, or disagreed on, with their classmates.

Related posts:

Let’s Get Better Acquainted 🙂

Decisions, decisions…!

P.S. Happy St Nicholas Day.

Whodunit

Introduction:

This is a fun creative writing activity to practise making predictions. Students come up with a short crime story, write a description of a crime scene and try to predict who the murderer is in the short stories written by other students.

Level: B1+

Time: 60 minutes

Objectives:

  1. To develop speaking confidence and come up with a short story.
  2. To write a detailed description of  a crime scene.
  3. To confidently and correctly use prediction language to guess who the murderer is based on other students’ descriptions of a crime scene.

Materials:

  1. Whodunit worksheet, one per pair.

Procedure:

  1. In pairs, ask students to discuss and describe their favourite crime series or a detective story.
  2. Write who, why, what, where, when, and how on the board.
  3. In the same pairs ask students to orally come up with a short crime story making sure they answer AT MINIMUM the following questions: Who was killed and why? What happened? Where and when the crime took place and how did the victim die? Encourage students to enrich their story with as many details as possible. You could also brainstorm crime vocabulary at this stage.
  4. When the students have finished, hand each pair a Whodunit worksheet. Still in the same pairs ask the students to describe JUST the crime scene but without revealing who the murderer is and why they committed the crime.
  5. Once the students have finished they swap Whodunit worksheets with another pair.
  6. Students now read the description of the crime scene written by their classmates, and using the expressions given, try to predict who the murderer is and why they committed the crime, e.g. The chances are that Dorothy was killed by her lover’s jealous ex-girlfriend. There is no doubt that Stu killed his business partner over financial differences.  Tell students to underline the expressions to make them more visible.
  7. Students then pass the Whodunit worksheet to the next pair who, without reading what the previous pair wrote, continue making predictions, e.g. It’s likely that Stu poisoned Karolina to claim her life insurance.
  8. Students continue passing their Whodunit worksheet round until each pair in the class have made their predictions.
  9. At the end of the activity, students read the predictions made by other students about their case and decide who came closest to their story.
  10. Ask students to briefly tell the whole story to the rest of the class.

P.S. To a very special Coroner’s Officer who inspired this post. Thank you.

Prepositions? Oh, dear humanity …not again!

Introduction: 

This is a Find Someone Who activity to practise using common adjectives with prepositions which my Spanish students seem to struggle with quite a lot. It allows students to interact with different classmates and discuss a variety of topics.

Level: A2+

Objectives:

  1. To complete sentences with missing prepositions.
  2. To decide if the statements are true for the students themselves.
  3. To get other classmates’ opinions on all the statements on the worksheet.
  4. To give students additional speaking practice using common adjectives with prepositions.

Materials:

  1. Prepositions. Oh, dear humanity …not again! worksheet, one per student.

Procedure:

  1. Hand out one Find Someone Who worksheet to each student.
  2. Individually students complete 15 sentences in the table with the missing prepositions.
  3. When the students have finished, they check the answers with a partner.
  4. Check together as a class.
  5. Individually, ask students to decide if the sentences are true for them and ask them to write their answers down just below the sentences e.g. I am afraid of the dark. You: No, I am not afraid of the dark.  
  6. Next students mingle with other students, asking about the sentences on their worksheet, e.g.  Are you afraid of the dark?
  7. They must then complete the box with the classmate’s answer e.g.: Student A: Are you tired of getting up early? Student B: Well, not really. I start work at 5 in the afternoon so I never wake up before 10. Student A: Lucky you. Classmate: Stuart is not tired of getting up early.
  8. Encourage students to ask for an additional piece of information from each classmate.
  9. When the students have had a chance to ask everyone’s opinion, ask them to share the most interesting views with the rest of the class.

Fast finishers:

  1. Students write down 6 sentences to summarise who agreed or disagreed with the statements, e.g. Alex and I are very excited about our holiday in Cuenca. Stuart and I aren’t fond of waking up early.

Related posts:

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

If my memory serves me right…

Ask a Q board game

When & where board game

The search is on (preposition game)

 

Double Decker

Introduction:

These are two board game activities to answer funny questions using past simple and present perfect. The games can be used together, or separately, depending on the objectives of the lesson.

Level: B1 +

Objectives:

  1. To practise answering When was the last time you…? and Have you ever…? questions.
  2. To develop speaking fluency, whilst revising regular and irregular verbs.
  3. To draw students’ attention to the difference between past simple and present perfect if two games are played in the same lesson.

Materials:

  1. 2 PDF Double Decker board games, one per pair or group of 3; a die per pair or group of 3.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of one of the board games and a die. Aim to have two board games in use at the same time if you want to concentrate on explaining the differences between the tenses.
  2. Ask the students to look at the infinitives on their board games e.g. To hold a new born baby and in their groups ask them to change each verb into past simple and past participle e.g. to hold, held, held.
  3. Check as a class.
  4. Now players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the expression.
  5. The player must then ask their classmate a question using the expression on the given square e.g. When was the last time you held a newborn baby? Or Have you ever called someone by the wrong name? The other players answer the question and provide their partner, or other two group members, with as much detail as possible.
  6. The game continues in a circle going left.
  7. Swap the board games after sufficient time to allow two games to be played by each pair or group.
  8. At the end, ask the students to name some surprising and unexpected things they have learnt about their classmates.

Related posts:

Summary of past or recent events

Time to keep up with the times

Ir(regular) Xmas

Best birthday ever