Posted on by karolasenglishblog

Up to 50% off

Introduction:

These are two board game activities to talk about shopping. I live in Spain where the winter sales usually start around the 7th although certain cities like Madrid bring them forward to 1 January. For that reason I thought it was just the right time to talk about shopping and reflect on our spending habits, on how much we consume and how much of it is done on impulse rather than consciously and intentionally.

Both games are about shopping and spending but I would suggest Shop till you drop for younger learners and adults with an intermediate level of English. Add to cart, on the other hand, is more suitable for advanced or proficient learners and ones that are quite talkative and love debating challenging topics.

Do not forget to feed students new vocabulary throughout the activity and obviously do not forget about correction.  You could also prepare a thematic vocabulary list and send it to your students before the class or ask them to research the topic themselves and then teach others new words they have learnt.

As always encourage students to ask each other questions and comment on each other’s responses. 

Level: A2, B1, B2 (Shop till you drop)

Level: C1, C2 (Add to cart)

Objectives:

  1. To practise speaking about shopping habits

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

shop-till-you-dropDownload
add-to-cartDownload

A die (use an online dice roller) 

Procedure:

  1. Give students a copy of one of the board games or display it on the screen.
  2. The teacher (or students if they are working in small groups or pairs) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  3. The players then answer the question in small groups or pairs and in as much depth as possible. Encourage students to ask additional questions and ask for clarification and further explanation. At the end, ask students to tell you which questions or comments made by their classmates made them rethink their spending habits.

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Triple Treat

Triple treat makes a comeback

BIG3

Quite a conversation piece

Are you bored or just boring?

Posted on by karolasenglishblog

Turn over a new leaf

Property of Natalia Wyrzykowska

Introduction:

This is a board game activity to talk about New Year’s Resolutions. It is a great way to help students practise speaking skills as well as reflect on their goals and plans for the following year. This activity is also a great opportunity to review future tenses if you think your students might benefit from it or need it.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. 

Level: B1+

Objectives:

  1. To write new year resolutions
  2. To practise speaking skills
  3. To increase fluency and confidence

Materials:

turn-over-a-new-leafDownload

A die (or an online dice roller) 

Procedure:

  1. Write the words New Year’s Resolutions on the board and check that all students understand the meaning and/or concept of it.
  2. Give students examples of some resolutions you have made in the past e.g. to go for a run three times a week, to move house, to go to the beach more often, to eat less pasta, to refine your style etc. and ask them to guess which ones you managed to stick to and which ones you didn’t manage to keep.
  3. Put students in pairs or small groups and ask them to choose 5 resolutions for the coming year that they plan to keep and discuss them with their partner(s).
  4. Display Turn over a new leaf on the screen.
  5. In pairs or small groups, one of the students throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the topic.
  6. The player (s) discuss the resolution they have landed on. I have given you a list of questions the students can answer to help them out if the conversation runs dry: 1. Does it match any of the resolutions you wrote down in the previous activity? 2. Have you ever made a similar resolution? 3. Would you be happy to add it to your list? 4. If you have made a similar resolution before, were you successful in sticking to it? 5. If you have tried to do it before, what advice would you give to your classmates?
  7. Encourage students to ask additional questions and ask for clarification and details. 
  8. At the end, ask students to review their initial lists to see if they want to add any new ideas to them. Also ask students to put their resolutions in order of difficulty and give reasons why.

Related posts:

2020 Round-up

P.S. Happy New Year

Posted on by karolasenglishblog · 1 Comment

Pros and Cons

Pros and cons of having an amazing sister: Pros: Countless. Cons: Can’t think of any 🙂

Introduction:

This is a board game activity to talk about pros and cons. It is a great way to help students practise speaking about considering different options and making decisions.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. 

Level: B1+

Objectives:

  1. To practise speaking about pros and cons
  2. To introduce pros and cons expressions
  3. To increase fluency and confidence

Materials:

pros-and-consDownload
pros-and-cons-expressionsDownload

A die (or an online dice roller) 

Procedure:

  1. Brainstorm pros and cons expressions (I have included a pdf to get you started. Give students examples of the expressions in context to make sure they know how to use them in the discussion later on).
  2. Give students a copy of the board game or display it on the screen.
  3. Put students in pairs or small groups.
  4. One of the students throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the topic.
  5. The player (s) discuss the advantages and/or disadvantages of a topic they have landed on. You could turn it into a competition and ask students to write down the advantages or disadvantages down and see who can come up with more. Also, the crazier the better as long as they are expressed correctly 😉
  6. Encourage students to ask additional questions and ask for clarification and details. Whilst the students are speaking you could ask others to note down expressions used by the speaker that I have included in the pdf (Materials).
  7. At the end, ask students to choose one topic that has not been discussed and using the expressions from the pdf write 3 advantages and 3 disadvantages of a given issue.

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Quite a conversation piece

Describe me

Name three

2020 Round-up

Yay or Nay

The art of conversation…

 

 

 

 

 

Posted on by karolasenglishblog · 2 Comments

BFF

With my BFF 🙂
Image property of Karolina Wyrzykowska

Introduction:

This is a board game activity to talk about friends and friendships. It is a great way to help students practise speaking and develop fluency, and prepare for speaking exams.

Don’t forget to feed students new vocabulary throughout the activity, correct and/ or find opportunities to help them express themselves more precisely and accurately. Ask students to research the topic before the class and then teach others the vocabulary they have prepared.

As always encourage students to comment on each other’s responses and elaborate as much as possible.

Level: B1+

Objectives:

  1. To practise speaking about friends and friendships.
  2. To increase fluency and confidence.

Materials (Click on the worksheet below to download the PDF file):

bffDownload

A die (use an online dice roller) 

Procedure:

  1. Brainstorm relationship vocabulary. 
  2. Give students a copy of the board game or display it on the screen.
  3. The teacher (or one of the students) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. The player must then answer the question and provide their classmates with as much detail as possible. Encourage students to ask additional questions and ask for clarification and details. Whilst the student is speaking you could ask others to note down specific vocabulary related to friends and relationships in general that he/she used and that were mentioned in the brainstorming session at the beginning of the activity.
  5. At the end, ask students to give you three unexpected things they have learnt about their classmates.

Related posts:

How well do you know your folks?

Single and ready to mingle

Posted on by karolasenglishblog

Quite a conversation piece


Reaching for the light
(All images are property of Karolina Wyrzykowska)

Introduction:

This is a board game activity to talk about the weather. It is a great way to help students practise speaking and develop fluency, prepare for the FCE /CAE speaking exams and a great excuse to chat about, surely, everyone’s favourite topic.

Don’t forget to feed students new vocabulary throughout the activity and obviously draw their attention to any mistakes they might be making or find opportunities to help them express themselves more effectively and precisely. You could always prepare a thematic vocabulary list and send it to the students before the class or even ask them to research the topic themselves and then teach others the vocabulary they have prepared.

As always encourage students to comment on each other’s responses. 

Level: B1+

Objectives:

  1. To practise speaking about the weather.
  2. To increase fluency and confidence.

Materials (Click on the worksheet below to download the PDF file):

quite-a-conversation-pieceDownload

A die (use an online dice roller) 

Procedure:

  1. Brainstorm weather vocabulary. 
  2. Give students a copy of the board game or display it on the screen.
  3. The teacher (or one of the students) throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. The player must then answer the question and provide their classmates with as much detail as possible. Encourage students to ask additional questions and ask for clarification and details. Whilst the student is speaking you could ask others to note down specific vocabulary related to the weather that he/she used and that were mentioned in the brainstorming session at the beginning of the activity.
  5. At the end, ask students to give you three unexpected things they have learnt about their classmates.

Related posts:

Triple Treat

Triple treat makes a comeback

BIG3

Posted on by karolasenglishblog

Cutting the first turf

Last days of summer… milking it for all it’s worth 😉

This is an activity for B1 students to review some of the most common mistakes they make and also to cut the first turf… or lay the first stone… or get their feet wet… or simply to break the ice. You get the picture 😉

September again. Back to school.

I have created this activity based on the mistakes my new Spanish students made in a recent speaking activity. It was our first class and I gave them a variety of topics they had to use to create questions for each other e.g. food, free time, travel, school or/and work etc. and it worked really well as they were very talkative from the word go. However, it is not always the case and sometimes students find it hard not only to start speaking without inhibitions on the first day but also to come up with questions to ask their classmates. For that reason I thought of having a list of questions they can use … but not without them having to do some work first 😉 

Students correct the mistakes in pairs, which is definitely less intimidating and then change pairs to interview their classmate(s) which gives them an opportunity to interact with someone new. 

It is a lovely error correction activity, a slightly different way to start a new class and an easy way to assess your students’ language level. Enjoy.

Level: B1

Time: 45 minutes

Objectives:

  1. To identify and correct common mistakes made by B1 students
  2. To interview classmates
  3. To cut the first turf

Materials (Click on the worksheet below to download the PDF file):

cutting-the-first-turfDownload
cutting-the-first-turf-answersDownload

Procedure:

  1. Give each student a Cutting the first turf Worksheet and in pairs, or groups of three, ask them to correct the mistakes in questions 1 to 20
  2. When the students have finished, check together as a class
  3. In new pairs, or groups of three, students now interview each other using the corrected questions
  4. Set a timer (maybe 4 minutes) and ask students to write down as much as they can remember about the partner they have just interviewed
  5. If you still have time left students can interview another classmate

Related posts:

Correct me if I am wrong

Can you see the error of your ways?

Can you see the error of your ways? Sequel

Can you see the error of your ways?Threequel

To err is human

Posted on by karolasenglishblog · 2 Comments

First things first

Introduction:

This is a creative speaking activity inspired by a great book by Edward de Bono called “Creativity Workout”. Students obtain random verbs and describe something they have done for the first time using the verbs from the board.

I have also included two audios for you to play to your students. Two of my friends kindly agreed to model the activity for you. My friend Adam talked about the first time he travelled abroad and my friend Claire spoke about the first time she visited Spain. Both of my friends are British English speakers and come from Norwich, UK. You could play the recordings to your students and they could tick the verbs they hear. This way your students get some great listening practice too.

Teacher tip/ reflection:

It is easy to get stuck in a rut and only do things we like or are good at. It happens to me in all areas of my life but particularly when it comes to physical exercise. When I finally manage to perfect a certain exercise routine I tend to do it over and over again simply because it makes me feel good to be able to do it well and also because I am able to switch off as the moves have become automatic through constant repetition.

Any attempt at changing the routine is met with a negative reaction from my body. It is natural. We want to go back to the old and familiar. So I gently steer myself in the direction of something new e.g. by choosing new exercises but sticking to the same time of day, selecting the same trainer (Yoga with Adriene) but a longer/shorter video or starting a new routine and “rewarding” myself with something “old and comforting” from time to time. In other words, I trick my brain to get out of my comfort zone.

The idea behind random words is exactly the same. It is to challenge your students to use the verbs in a new creative way and encourage them to come up with structures that they might otherwise avoid because it is uncomfortable and requires too much effort. The resistance to the unfamiliar is huge and I think that these types of exercises help to shake things up a little. And on that note, I would like to commit myself to doing some new yoga poses tonight. If I expect my students to try new ways of doing things, I might as well do the same 🙂

I am going to end this little reflection section with a quote:

“Move out of your comfort zone. You can only grow if you are willing to feel awkward and uncomfortable when you try something new.”- Brian Tracy

Objectives:

  1. To use irregular verbs in a new and memorable way
  2. To revise irregular verbs
  3. To get out of your comfort zone

Materials:  

  1. One die per pair or small group
  2. First things first board game
The first time I travelled abroad by Adam. Thank you.
The first time I visited Spain by Claire. Thank you.
first-things-firstDownload

Procedure:

  1. Hand out First things first to each team or simply display it on the screen.
  2. To obtain verbs for the activity students throw the die twice: the first throw indicates which column they are going to use and the second indicates which row they are going to use e.g. Obtain four random verbs and describe the first time you bought something really expensive. Below I have written down some ideas to get you started:

Describe the first time you: 

  1. Cooked something 
  2. Drove a car 
  3. Gave a presentation in English
  4. Got dressed up
  5. Got into trouble 
  6. Had to apologise to someone 
  7. Played truant 
  8. Slept in a tent 
  9. Stayed at a hotel 
  10. Swam in an ocean
  11. Told someone you loved them 
  12. Took a flight 
  13. Took a train
  14. Tried spicy food
  15. Was offered a job 
  16. Went abroad
  17. Went on a school trip 
  18. Went on holiday 
  19. Went to a club 
  20. Went to a live concert
  21. Went to a wedding 
  22. Went to school
  23. Went to the cinema 
  24. Were in a hospital
  25. Were late for work/school
  26. Wore makeup

Related posts:

Random words

Random words return

Random words (Getting personal)

Random words (Once upon a time…)

Posted on by karolasenglishblog

How to…

Introduction:

How to board game is a great speaking/writing activity to describe a process and/or procedure using the appropriate linking words. The activity can be easily adapted to different levels and ages.

I have also included three assignments completed by my students who kindly allowed me to share them online. Thank you.

Level: A2+

Time: 30 minutes +

Objectives:

  1. To describe a process/procedure
  2. To revise/practise linking words used to describe a process

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

how-to…Download
how-to-…-by-a-_Download
how-to…by-g-_Download
how-to…by-j-_Download

Procedure:

  1. Hand out How to board game to each team/pair or simply display it on the screen if you are working online.
  2. Before you start the game go through expressions to describe a process e.g. first, once, having, the next step is, next, then, finally etc. 
  3. The teacher or a student throws the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  4. Now student(s) describe a process using the expressions provided. Encourage students to use passive voice and especially the Present Simple Passive. It will instantly make them sound more capable and in control.
  5. Monitor and make sure students use linking expressions throughout their description. I would also encourage them to use the linking words in the middle of the sentence as well as at the beginning to avoid sounding repetitive. You want your students to sound fluent and natural rather than robotic so discourage them from peppering the entire description with linking words. I have some students who love doing that and it doesn’t always elevate their speech 😉
  6. Monitor students throughout the activity, correct mistakes and feed them new vocabulary.
  7. At home ask students to choose one example from the board and do a piece of writing. I have asked my students to do the same and they very kindly allowed me to share their creations on my blog. Feel free to have a look and use the pieces as sources of inspiration because that’s what they are…inspiring 😉

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How do you …?

Click!Click!Click!

The art of conversation…

Name three

Soap Opera

Posted on by karolasenglishblog

The art of conversation…

Introduction:

The art of conversation is an activity to practise functional language and discuss a variety of topics. The expressions I have used in this activity have been “extracted” from a variety of podcasts I listen to daily. I actually found the task of fishing for these expressions quite fascinating as I don’t normally pay much attention to functional language when I am not working. I have come to realise just how rich some people’s functional language is and how helpful it is (especially) for language learners to know how to use it with ease. One of my students told me that these expressions, once assimilated and automated, served as stepping stones or mini pauses, that gave him more time to think and formulate his next idea. Thank you for your feedback J.

I have also asked two students to record a short conversation where they used the expressions provided to give you an idea of how to do it with great flair and passion 😉 A massive thank you to C&G for sharing the recording. You are a dream team.

Level: B1+

Time: 30 minutes, but it can vary depending on the number of students and of course on how talkative they are

Objectives:

  1. To revise and practise using expressions to: start a conversation, express your opinion, agree and disagree, get back to the point and round it all off 
  2. To practise fluency by discussing a variety of topics

Materials (Click on the worksheet below to download the PDF file):

the-art-of-conversationDownload
The art of conversation, C&G radio show. Thank you guys 😉

Procedure:

  1. In pairs ask students to brainstorm expressions to: start a conversation, express your opinion, agree and disagree, get back to the point and round off a conversation.
  2. Go through the expressions together and when the students run out of ideas, hand out The art of conversation to each team/pair or display it on the screen.
  3. Write a debate topic on the board and give students a few minutes to prepare. The expressions are color coded and each colour corresponds to a different category (the ones listed in point 1). During the conversation/debate students should use at least ONE expression from each category. Encourage them to use NEW expressions or ones that they like or are likely to incorporate into their existing vocabulary.
  4. For a list of debate topics feel free to use my Yay or Nay board game. You will find the link in Related posts section at the bottom of the page.
  5. Switch to the new topic if the students have lost momentum or once they have each used at least 6 expressions. Ask students to tick off the expressions as they go.
  6. Of course as always, correct mistakes and feed students new vocabulary.
  7. At home, you could ask students to record a similar dialogue to the one my students have recorded for you. It was a great opportunity for them to use the expressions again and by the looks of it… they had a whale of a time. Thank you again C&G.

Related posts:

Yay or Nay

Compare & contrast board game

Agony Aunt with a twist

Click!Click!Click!

Posted on by karolasenglishblog

Never have I ever…

Introduction:

Never have I ever … board game is a great game that incites stories with players sharing what they’ve done and haven’t done which helps classmates get to know each other better. The activity can be easily adapted to different levels and I am sure you have played this game yourself more than once, although I would guess you played it in an entirely different setting 😉

I have also included a Never have I ever … Travelling edition board game if you fancy doing something related to summer holidays. Perfect timing.

Level: A2+

Time: 30 minutes, but it can vary depending on the number of students and of course on how talkative and engaged they are or how engaged you make them 😉

Objectives:

  1. To answer Never have I ever questions…
  2. To recount stories from the classmates’ lives 
  3. To get to know other better 

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

never-have-i-ever…Download
never-have-i-ever…-travelling-editionDownload

Procedure:

  1. Hand out Never have I ever… board game to each team/pair or simply display it on the screen.
  2. Before you start the game, ask students to take two pieces of paper and write Yes, I have on one and No, I have never on the other and tell them you are going to ask them ALL a question which they have to answer by raising one of the pieces of paper they have prepared.
  3. The teacher then throws the dice twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the phrase/question e.g. Never have I ever cut my own hair. 
  4. Ask students to explain their answers. I deliberately chose not to take score or drink (like you would in a traditional version of this game) as I wanted to concentrate on speaking more than anything else, but if you think it could work with your younger learners (not the shots of course but playing with points) go for it. Depending on the group I do this activity with, I choose whether to join in or just manage the game instead which allows me to monitor more effectively. This too depends on the relationship you have with your students.
  5. Of course as always, correct mistakes and feed students new vocabulary. 
  6. At home, ask students to choose 3 things from the board they haven’t done but would love to try and ask them to briefly explain their reasons in writing.