So, what brings you here?


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


  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.


  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:

Related posts:

Do you believe in ghosts?

What would you do if…?

Brace yourselves. Phrasal verbs r bk



Blah Blah PET Part 1


This is a short error correction activity and a board game to practise giving personal information about yourself, where you live, your hobbies, your job, etc. as well as to prepare students for Speaking Part 1 of the PET exam.

Level: B1


  1. To raise students’ awareness of some of the most common preposition & article mistakes they make.
  2. To correct mistakes in sentences 1-14 (I can’t believe I said that Worksheet).
  3. To practise giving personal information.
  4. To encourage peer correction.

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

  1. I can_t believe I said that Worksheet, one per student.
  2. Blah Blah PET Part 1 board game and a die, one per pair or group of 3.


  1. Give students a copy of I can’t believe I said that Worksheet (This exercise is based on the mistakes my own students made when we did this activity last week).
  2. Individually ask students to correct the mistakes in sentences 1-14. Tell students to concentrate ONLY on the prepositions and articles.
  3. When the students have finished, ask them to check their answers with a classmate. Together they must decide on an answer and agree: this increases talking time and requires repetition of the language.
  4. Check together as a class. The class must decide as a group what they believe the correct answer to be. As teacher, only write their final answers on the board, do not tell them if they are correct or not at this stage. Once they have discussed and agreed on all of their answers as a class, tell them how many (if any) they have wrong – do not tell them which ones are wrong. As a class, they must review all of the questions and decide which one(s) they think is incorrect.
  5. Put the students in pairs or groups of 3 and give them a copy of Blah Blah PET Part 1 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 player must then answer the question from that square. Encourage students to give more than just short one or two word answers. Ask the other students to pay CLOSE attention and write down any preposition or article mistakes they think their classmate made.
  8. The game continues in a circle going left.
  9. At the end, ask the students to share if they have noticed any incorrect use of articles and prepositions and go through their notes with the rest of the class.

Related posts:

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

Noughts and Crosses



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


  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.


  1. Noughts and Crosses Worksheet, one per pair.


  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.