My bucket list

Introduction:

This is a free board game to talk about things students would like to add to or put on their bucket lists. I have done this activity with a variety of classes already and unexpectedly had students both overcome with emotion and excited about things they suddenly felt inspired to try. I have purposefully chosen ONLY irregular verbs for this game, so you could use it either to revise irregular verbs or as a fun speaking activity.

Level: B1

Objectives:

  1. To revise irregular verbs
  2. To talk about things students would like to put on their bucket lists

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

  1. My bucket list worksheet
  2. PDF My bucket list board game per pair or group of three.

Procedure:

  1. Write to kick the bucket on the board and elicit some answers from students as to what the expression means. None of my students knew the expression, so just make sure you explain it at the beginning of the class. Other “fun” expressions you might want to add are : pushing up daisies, to sleep with the fishes, six feet under, your number is up, to pop one’s clogs, on the wrong side of the grass, dead as a doornail, to fall off one’s perch, to go home in a box.
  2. Next ask students if they know what a bucket list is and give them a few personal examples to create interest and elicit the answer e.g. be a black belt in karate, speak fluent German, run a marathon, drive a race car etc. ( These are all the things I would love to do)
  3. Once the concept is clear, put the students in pairs or groups and give them a copy of My bucket list worksheet and ask them to write a few examples of the things they would like to do before they kick the bucket and write them down in I am all in column. When they are finished ask them to briefly compare with their classmate(s).
  4. Next give the students My bucket list board game and a die.
  5. 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.
  6. The players now speak about the idea e.g. win a bet at the races (Well done Adam) and each player must explain to the others if they are all in and WHY, if they have already done it (been there, done that) and if so describe the experience, if it is not their cup of tea and WHY or if they are on the fence about it at this moment in time. After discussing each idea the students write down the name of the activity in the appropriate column. Do not rush the students and give them control over the activity as long as they answer the questions in English. Monitor and help with vocabulary as needed.
  7. At the end, ask the students to choose a few ideas they didn’t have time to discuss in class and in writing give reasons why they would like to add these ideas to their bucket lists.

Food for thought:

http://www.theguardian.com/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying

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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

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