Academic year-end roundup

Introduction:

This is a board game activity to reflect on the past academic year. Students play a game and answer questions about the challenges they faced, things they learnt, things they would have done differently, etc.

Level: B1 +

Objectives:

  1. To reflect on the past academic year while answering questions.

Materials:

  1. One Academic year-end roundup PDF board game and one die per pair or group of 3.

Procedure:

  1. Put the students in pairs, or groups of 3, and give them a copy of the 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. All three players must then answer the question in as much detail as possible.
  4. At the end, ask the students to name three new things they agreed on with other classmates.

Random words return

Introduction: 

This is a creative speaking activity inspired by a great book by Edward de Bono called “Creativity Workout”.

Objective:

  1. To recycle recently studied vocabulary in a new and memorable context.

Materials:  

  1. One die per pair or small group.

Procedure:

  1. Draw a 6 x 6 grid on the board.
  2. Ask the students to review recently studied vocabulary and provide a word for each square. Make sure the students know the meaning of all the words.
  3. When the grid is complete, put students in pairs or small groups. To obtain words for the speaking 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. Depending on the task, they must roll for the number of words and use them repetitively to complete the activity.
  4. The following are just examples of activities that can be done with random words. They could be done in one session or you could choose a few to do as a warmer or plenary :
  • Obtain four random words. Write down 4 questions you would like to ask someone you admire, e.g. your favourite actor, writer, politician, etc.
  • Obtain four random words. Describe your perfect day using the random words in any order you wish.
  • Obtain four random words. Use the words to tell your life story in as much detail as possible.
  • Obtain five random words. Design a short radio advert for one of your favourite brands.
  • Obtain four random words. You have won a million pounds. Using the random words explain why you decided not to accept the prize.
  • Obtain five random words. You have met an alien. Tell them 5 things they should know about the human race and our planet using the random words.
  • Obtain five random words. The zombie apocalypse is coming. Write down five things you think people should do in order to survive.
  • Obtain five random words. Write down a list of five interesting first date ideas.
  • Obtain three random words. Write down a list of three things that make you extremely happy.
  • Obtain five random words. Think of a country you have visited and using the words create a list of recommendations for someone who has never been to that country before.

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Random words

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.

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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.

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Lovers’ tiff

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

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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

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Let’s Get Better Acquainted 🙂

Are you bored or just boring?

Ask a Q board game

 

Let’s Get Better Acquainted :)

Introduction:

This is a free printable board game for students to get to know each other better. The game could be used at the beginning of each term/year but also when a new student joins the class. I have also used it with FCE students to practise Part 1 of the FCE speaking exam and encouraged them to speak for at least a minute.

Level: B1+

Time: 45 minutes

Objectives:

  1. To reach the end by moving across the board whilst answering questions.
  2. To learn new things about students’ classmates.

Materials:

  1. Printable Let’s Get Better Acquainted game.
  2. One die per group of 2 or 3.
  3. One checker per player.
  4. A countdown timer.

Procedure:

  1. Let’s Get Better Acquainted is played by 2 to 3 players.
  2. Before the game begins tell students to pay close attention to their classmates’ answers as they might be quizzed at the end of the activity.
  3. Players take it in turns to throw the die and move the number thrown.
  4. When a player lands on a square, they answer the question from that square. The student has to speak for at least 1 minute and include as much detail as possible in their answer.
  5. The game continues in the circle going left.
  6. When the students have finished, in the same groups ask each student to summarise what they have learnt about a person on their right. Continue until both or all three students have spoken.
  7. Ask students to share how accurate and detailed the accounts of their answers were.

Fast finishers:

  1. Ask students to write down 5 ‘Get to know you’ questions that they tend to ask people they have just met, e.g. at a party.

Lets Get Better Acquainted

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