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.

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Pronunciation station

Introduction: 

This is an activity for students to identify and practise the pronunciation of ‘ed’ in the past simple/past participle forms of regular verbs. Students brainstorm vocabulary in groups, divide the verbs into three categories and write a short description of the holiday they went on using the verbs in question. I have done this activity with one of my adult classes and it worked really well. You give students ownership by letting them choose the verbs instead of providing them with a list that might be irrelevant to their needs.

Level: A2+

Time: 50 minutes

Objectives:

  1. To practise the pronunciation of ‘ed’ in the past simple/past participle forms of regular verbs.
  2. To write and read a short description of a holiday the students went on using regular verbs.

Materials:

  1. A board

Procedure:

  1. Put students in groups of 2 or 3, and ask them to think of a holiday they really enjoyed. As they describe it to each other briefly in teams ask them to write down the REGULAR verbs others use when speaking. As a result students immediately have a reason to listen and something to concentrate on.
  2. Divide the board into three sections: / ɪd /, / t / or / d / and ask them if they know that there are three ways of pronouncing ‘ed’ in the past simple/past participle forms of regular verbs. For more information go to: bbc.co.uk/worldservice/learningenglish/radio/specials/1413_gramchallenge26
  3. Explain to students what the rules are and provide some examples to get them started.
  4. Put the students in the same groups of 2 or 3 and ask them to now divide the verbs from their verb list into three groups depending on the pronunciation of ‘ed’ in the past simple/past participle forms of these verbs.
  5. Check as a class and write students’ answers on the board adding them to your examples.
  6. Now individually ask students to WRITE a short description of the holiday they talked about at the beginning using the regular verbs from the board.
  7. When the students are finished they read their pieces to each other. Ask other students to look at their lists and tick off the verbs used.
  8. Correct when necessary, ask other students to help you identify the mistakes first though.

Fast finishers:

  1. Ask students to look for three new verbs they could add into each category. Make sure you tell them to write down the meaning of the new words, a great opportunity to enrich their vocabulary, and if time allows, write down an example sentence with each verb as well.

Recommended podcast:

http://activateyourielts.libsyn.com/

Check out my friend’s podcast. This week I had the pleasure of being interviewed by her. We talked about learning a foreign language from scratch and I think it makes for a great episode. Enjoy.

 

 

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

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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

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