It’s all a numbers game

Introduction:

These are some creative activities to develop understanding and correct use of ‘number’ idioms. Students complete the idioms with the missing numbers and then complete a creative activity to test other classmates.

Level: B1+

Time: 70 minutes

Objectives:

  1. To introduce idioms related to numbers.
  2. To use repetition through various means to cement understanding and correct use of the idioms, whilst also testing other students’ knowledge of the new vocabulary.

Materials:

  1. It_s all a numbers game Worksheet, one per pair.

Procedure:

  1. Write the following questions on the board and ask students to discuss them in pairs: What are the important numbers in your life? Do you have a lucky and unlucky number? Are you superstitious about any numbers?
  2. Briefly discuss as a class for feedback.
  3. Hand out a copy of ‘It’s all a numbers game’ Worksheet.
  4. Put students in pairs. The first student completes one of the sentences with a missing number; if his or her sentence is accepted by the teacher, they draw either an O or X in the square. The first player to line up 4 of their symbols in a row wins.
  5. When the students have finished, check ALL of the sentences as a class and in pairs ask students to provide the definitions of the idioms using their own words.
  6. Check together as a class.
  7. Put the students into pairs and ask them to complete Exercise 2.
  8. Once the students have finished ask them to cut up the squares and hand them to a pair of students on their right.
  9. The students now match the drawings, synonyms, etc, with their examples and definitions in Exercise 1. To make it easier you could ask students to cut up the squares in Exercise 1 too.
  10. Monitor at all times.
  11. Depending on the number of students you could repeat step 8 several times to recycle vocabulary.
  12. At the end, ask students to share 4 of their favourite or most challenging ‘representations’ of the number idioms.

Fast finishers:

  1. Ask students to check which numbers from 1 to 10 were not represented in Exercise 1 and find one idiom for each of the numbers.

Related posts:

Lovely day, innit?

Clothes do (not) make the man

You talkin’ to me?

Decisions, decisions…!

Bookworms & Film Buffs

Introduction:

These are two activities to encourage discussion about books and films. Students divide adjectives into positives and negatives and think of a book and a film that could be described using these adjectives. After that, students play a board game with their classmates.

Level: B1 +

Time: 45 minutes

Objectives:

  1. To introduce adjectives used to describe books and films.
  2. To divide the adjectives into positives and negatives and provide an example of a book or a film that could be described using the adjective in question.
  3. To answer questions about books and films using the adjectives in question.

Materials:

  1. Bookworms & Film Buffs worksheet, one per student.
  2. Bookworms & Film Buffs board game, one per pair or group of three.

Procedure:

  1. Elicit some names of popular films and books from students, write them on the board and in pairs ask students to think of some adjectives that could be used to describe them. Alternatively, bring some images of famous book/film scenes into class and use them to elicit the adjectives.
  2. Hand out a copy of ‘Bookworms & Film Buffs’ Worksheet. Elicit the meanings of each of the adjectives using your own examples from films or books they may have seen.
  3. Students individually complete the table in Exercise 1.
  4. When the students have finished, ask them to compare their film and book titles with others as a mingling exercise.
  5. Put the students in pairs, or groups of 3, and give them a copy of ‘Bookworms & Film Buffs’ board game and a die.
  6. 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.
  7. The players must discuss the question in as much detail as possible and incorporate the new adjectives into their answers.
  8. At the end, ask the students if there are any films they would watch or books they would like to read having listened to their classmates’ answers.

Fast finishers:

  1. Ask students to write a very brief review of a book or a film (70 words) and incorporate 7 new SCRAMBLED adjectives into their writing. When they have finished they swap their reviews with another student who must then unscramble the adjectives and guess the name of the book or film.

Related posts:

Lights, camera, action! Speaking activity

Lights, camera, action! Wordsearch

P.S. I really appreciate all your help Alex. Thank you.

Single and ready to mingle

Introduction:

These are two activities to talk about dating. Students define the phrasal verbs and tell each other what emotions they associate with them and then do the speaking activity with their classmates.

Level: B1+

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of phrasal verbs related to dating.
  2. To provide definitions of the phrasal verbs.
  3. To answer questions about dating using the phrasal verbs in question.

Materials:

  1. Single and ready to mingle Worksheet, one per student.
  2. Single and ready to mingle board game, one per pair or a group of three.

Procedure:

  1. Elicit the best places to find a date from students and write them on the board, e.g. online, at a bar, in a park, in a fitness club, etc., and in pairs ask them to briefly discuss what are the advantages and disadvantages of meeting a potential date in those places.
  2. Hand out a copy of ‘Single and ready to mingle’ Worksheet and ask students to individually complete the table in Exercise 1.
  3. When the students have finished, ask them to mingle with other students to compare and check their answers, and compare the emotions they associate with each verb, e.g. asking someone out fills me with a sense of dread.
  4. Check together as a class.
  5. Put the students in pairs, or groups of 3, and give them a copy of ‘Single and ready to mingle’ board game and a die.
  6. 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.
  7. Both players must discuss the question in as much detail as possible.
  8. During the game the players must try and incorporate ALL the phrasal verbs into theirs answers.
  9. At the end, ask the students to name three things they have strongly agreed on, or disagreed on, with their classmates.

Fast finishers:

  1. Ask students to think of a single friend they have and write down a list of 5 dating tips for that particular person, e.g. they should be more open- minded and go out more.

Related posts:

Lovers’ tiff

MEOW!

IMG-20170101-WA0032

Introduction: 

This is an activity to introduce and practise animal idioms. Students describe 10 animals, complete the expressions with the missing adjectives and complete sentences about themselves.

Level: B2

Time: 45 minutes

Objectives:

  1. To increase familiarity and correct use of animal idioms.
  2. To complete the sentences in Exercise 2 with the missing adjectives.
  3. To complete sentences containing animal idioms individually.

Materials:

  1. MEOW! Worksheet, one per student.

Procedure:

  1. Elicit different animals from students and write them on the board, e.g. tiger, dog, donkey, etc. and in pairs ask them to think of the characteristic traits of these animals, e.g. as fierce as a tiger.
  2. Hand out a copy of MEOW!! Worksheet and ask students to individually complete Exercise 1.
  3. When they have finished, ask them to compare their answers in pairs and justify their choice if it is different from their partner’s.
  4. Students then complete Exercise 2 individually, before comparing their answers with their partner.
  5. Check together as a class.
  6. Students then complete Exercise 3 individually.
  7. When they have finished, students swap their sheets with their partner and read each other’s answers.
  8. When the students have finished, ask them to circle 4 new things they have found out about their classmate from Exercise 3.

Fast finishers:

  1. Ask students to write down the name of professions they associate with the expressions they have learnt, e.g. stubborn as a mule: English teacher, etc.

MEOW! Worksheet

Related posts:

Mirror Mirror on the wall…

Wanted

P.S.  Nakotek. A little birdie told me it was your birthday today. Have an amazing day.

Lovely day, innit?

IMG-20141227-WA0010

Introduction:

This is an activity to introduce and practise idioms related to weather. Students first divide the expressions into 3 categories, then complete the sentences with the missing idioms and finally, do the speaking activity with their classmates.

Level: B2

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of weather idioms.
  2. To complete the sentences in Exercise 2 with the missing weather idioms.
  3. To answer questions containing the weather idioms in pairs.

Materials:

  1. Lovely day, innit? Worksheet 1, one per student.
  2. Lovely day, innit? Worksheet 2 cut up, one per pair or a group of three.

Procedure:

  1. Elicit different weather types from students and write them on the board, e.g. hot, rainy, sunny, cloudy, humid, foggy, etc. and in pairs ask them to discuss which types of weather they prefer and how each type makes them feel, e.g. When it’s foggy, I feel drained and sleepy.
  2. Hand out a copy of Lovely day, innit? Worksheet 1 and ask students to individually complete the table in Exercise 1.
  3. When the students have finished, ask them to mingle with other students and find those who can define for them the idioms they are unsure of or do not know.
  4. Check together as a class.
  5. When the students have finished, ask them to complete Exercise 2 individually.
  6. When they have finished, ask them to compare and discuss with a partner before checking together as a class.
  7. When the students have finished, put them into pairs or small groups of 3 and give them a full set of the cut up questions from Lovely day, innit? Worksheet 2.
  8. Students answer the questions in pairs.
  9. When the students have finished, ask them to share the most surprising answers they have heard.

Fast finishers:

Ask students to discuss a film they have seen recently, or their favourite film, using as many of the idioms as possible to describe the plot, the characters, etc.

Lovely day, innit Worksheet 1

Lovely day, innit Worksheet 2

Answers

Related posts:

Clothes do (not) make the man

You talkin’ to me?

Decisions, decisions…!

Triple Treat

Introduction:

These are three board game activities to talk about families, education and free time. They can be used together or separately, and are a great way to help students practise speaking and develop fluency, as well as prepare for Part 1 of the FCE /CAE speaking exam.

Level: B1 +

Objectives:

  1. To practise speaking about families, education and free time.
  2. To develop fluency under timed conditions.

Materials:

3 PDF board games, one per pair or group of 3; a die and a timer 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, they can use their phones for the timer. Aim to have all three board games in use at the same time.
  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. The player must then speak for at least 1 minute on that topic and provide their partner, or other two group members, with as much detail as possible.
  4. The game continues in a circle going left.
  5. Swap the board games after sufficient time to allow all three games to be played by each pair or group.
  6. At the end, ask the students to name three new things they have learnt about their classmates.

Triple treat

Related posts: 

Let’s Get Better Acquainted 🙂

Are you bored or just boring?

Ask a Q board game

 

Clothes do (not) make the man

Introduction:

This is an activity to introduce and practise clothes idioms. Students complete the sentences with the missing items of clothing and later interview their classmates.

Level: B2

Time: 45 minutes

Objectives:

  1. To present students with clothes idioms.
  2. To complete the sentences in Exercise 1 with the missing items of clothing.
  3. To interview other classmates and write down the reasons why they agree or disagree with the statements in Exercise 1.

Materials:

  1. Clothes do (not) make the man Worksheet, one per student.

Procedure:

  1. Write the statement Clothes don’t make the man on the board and ask students to tell their partner if they agree or disagree with it.
  2. Hand out a copy of Clothes do (not) make the man Worksheet and ask students to individually complete the sentences in Exercise 1.
  3. When the students have finished, ask them to compare in small groups and then check together as a class.
  4. Clarify meaning if necessary.
  5. In pairs, or small groups of 3, ask the students to interview each other (Exercise 2) and write down the reasons why their classmates agree or disagree with the statements they have just completed (Exercise 1).
  6. Once they have discussed 2 statements with their current partner(s), change the groups and continue until the students have completed the table in Exercise 2.
  7. When the students have finished, ask them to share the most well presented arguments they have heard.

Fast finishers:

  1. Ask students to choose 5 clothes idioms and think of situations in their life that could be described using those idioms, e.g. since losing my weekend job, I have had to tighten my belt; If I don’t pull my socks up, I won’t pass the exam at the end of term.

Clothes do (not) make the man Worksheet