A piece of cake or a hard nut to crack?

Introduction: 

This is a categorising activity and a Find Someone Who speaking exercise to practise 12 phrasal verbs related to eating. Yum yum!

Level: B1

Time: 45 minutes

Objectives:

  1. To present students with 12 phrasal verbs related to eating.
  2. To categorise the phrasal verbs according to students’ own preferences.
  3. To interview other classmates and find those who have a certain characteristic.

Materials:

  1. Phrasal verbs_ A piece of cake or a hard nut to crack? Worksheet, one per student.
  2. Find Someone Who… A piece of cake or a hard nut to crack? Worksheet, one per student.

Procedure:

  1. In groups, ask the students to talk about the meal they had last night; monitor and elicit phrasal verbs related to eating and food, e.g. to eat out, to heat up, etc. and write them on the board. Clarify meaning.
  2. Hand out a copy of Phrasal verbs_ A piece of cake or a hard nut to crack? Worksheet to each student.
  3. Individually, students must divide the expressions into the three separate categories.
  4. When the students have finished, they compare their lists and explain their choices to their partners.
  5. Hand out a copy of Find Someone Who… A piece of cake or a hard nut to crack? Worksheet to each student.
  6. Students must mingle, asking each other about the statements on the worksheet. When they find someone who does the action explained by the phrasal verb, they write their name in the box, e.g.: Student A (Clara): Did you ever pick at your food when you were a child? Student B (Sergio): Well, to be honest, I only ever picked at the overcooked cabbage my grandmother used to prepare. Clara then writes Sergio’s name in that box.
  7. Students are not to discuss more than two statements with each classmate; monitor to make sure all the students speak with each other.
  8. When the students have spoken with everyone in their class and their worksheets are completed, ask them to share the most interesting views, either in groups of three or with the rest of the class.

Fast finishers:

Students attribute a specific food to each phrasal verb that is true for them in order to personalise the activity, e.g. I only have lobster when I eat out, I wolf down cornflakes, etc. The meaning can be further cemented by asking students to write a synonym for each new phrasal verb they have learnt during the activity.

Phrasal verbs. A piece of cake or a hard nut to crack

Find Someone Who… A piece of cake or a hard nut to crack

Related posts:

Hit the road

Are you bored or just boring?

Introduction: 

This is a board game activity to practise -ed and –ing adjectives. Students think of activities they like and dislike and play a board game with their classmates.

Level: B1

Time: 40 minutes

Objectives:

  1. To practise the difference between the –ed and –ing adjectives.
  2. To answer questions with the –ed and –ing adjectives.

Materials:

  1. Are you bored or just boring PDF board game, one per pair or a small group of 3 or 4.
  2. One die per pair or small group of 3 or 4.

Procedure:

  1. As a class, ask the students for one activity they enjoy, e.g. shopping, and one they dislike, e.g. cleaning – write them on either sides of the board. Ask them to think of adjectives to describe each activity and write them around the activity as they shout them out, e.g. shopping is entertaining, cleaning is boring, etc. Then ask them how these activities make them feel, e.g. shopping makes me feel entertained, cleaning makes me feel bored, etc. Consider using different colours of pens or different areas on the board to highlight the different adjective endings.
  2. In pairs, the students repeat the activity, thinking of three activities they enjoy and three they dislike, using adjectives to describe each activity and how it makes them feel.
  3. Monitor and correct as necessary.
  4. Put the students into new pairs or small groups of 3 or 4. Hand out Are you bored or just boring PDF board game and one die per pair or group.
  5. To obtain a question, the 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.
  6. The players have to speak for at least 1 minute and must answer the question using the adjective in bold.
  7. The game continues in a circle going left and until each student has answered at least 5 questions.
  8. At the end ask the students to name three new things they have learnt about their classmates from the game they have just played.

Are you bored or just boring PDF board game

Related posts:

Word formation station. Get off without trepidation.

Word formation station. Get off without trepidation. Part 2

Ask a Q board game

FCE Examination? Beat frustration with thorough preparation

Introduction: 

This is an activity for B2 students to practise word formation. Students change words into nouns, create questions for a classmate and answer another classmate’s questions. The words for this exercise have been taken from the FCE exams (Reading and Use of English part 3) and they are examples of words my students tend to struggle with.

Level: B1

Time: 45 minutes

Objectives:

  1. To practise word formation.
  2. To create and answer questions.

Materials:

  1. Worksheet A or B, one per student.

Procedure:

  1. Divide the class in half down the middle – one side As, the other side Bs – and hand out the worksheets accordingly.
  2. Individually, students use the words in the left-hand column to form nouns, e.g. to appear: appearance, brave: bravery.
  3. When the students have finished, they compare their answers with a partner from their group of As or Bs.
  4. Monitor and check their answers in their A or B groups.
  5. In their A or B pairs, students now write questions for their classmates using the nouns from the second column, e.g. Is physical appearance important to you?
  6. When the students have finished, put the students into A / B pairs; in turns they ask and answer each other’s questions.
  7. Monitor and encourage students to use the nouns from the second column in their answers.
  8. Ask students to share the most interesting questions they were asked by their partner.

Fast finishers: 

In A / B pairs, students underline the common noun suffixes, e.g. -ness, -ance, etc. and come up with more examples of nouns with the same suffixes.

Worksheet A and B

Related posts:

Word formation station. Get off without trepidation.

Word formation station. Get off without trepidation. Part 2

You talkin’ to me?

Introduction: 

These are activities for upper intermediate students to introduce and practise communication idioms. Students unscramble the expressions, match them with the correct definitions and play a game.

Level: B2

Time: 45 minutes

Objectives:

  1. To introduce communication idioms and expressions.
  2. To use the new expressions in context whilst playing a game.

Materials:

  1. You talkin’ to me? Worksheet, one per student.
  2. Dice, one per group.

Procedure:

  1. Put students into pairs and ask them to briefly discuss the following questions: What makes communication effective? Who do you struggle to communicate with and why? How has technology changed the way we communicate?
  2. Hand each student ‘You talkin’ to me? Worksheet ’.
  3. Individually, students put the jumbled words in the correct order to discover the expressions.
  4. When the students have finished, they compare their answers with their partner.
  5. Check the answers as a class.
  6. Now, the students match the expressions to the definitions and compare their answers with their partner.
  7. Check the answers as a class.
  8. Put students into groups of 2 or 3 and give each group a die.
  9. Using the expressions from the worksheet, the first student rolls the die and depending on the number thrown must follow the instructions below. The point is given to the first player to correctly guess the expression. The player with the highest number of points wins.
  1. Act out the expression.
  2. Define it.
  3. Give an example.
  4. Draw the expression.
  5. Give an example of something that means the opposite.
  6. Give 3 clues to help their classmates guess the expressions.

Fast finishers/ homework:

  1. Individually, students choose 7 expressions they would like to use more often and write their own sentences.

You talkin’ to me. Worksheet

Solutions

A grand (two-party) coalition of verbs and prepositions

 

Introduction: 

These are activities for intermediate students to review common verbs and prepositions. Students write their own examples in the table, compare with their partner and play a competitive card game.

Level: B1

Time: 45 minutes

Objectives:

  1. To review common verbs and prepositions.
  2. To use the verbs and prepositions in context whilst playing a fun card game.

Materials:

  1. A grand (two-party) coalition! Worksheet A, one per student.
  2. A grand (two-party) coalition! Worksheet B, one per pair or small group, cut up.

Procedure:

  1. Hand each student ‘A grand (two-party) coalition! Worksheet A’.
  2. Individually, students write their own examples for the verbs and prepositions in the table, e.g. apply for a job.
  3. When the students have finished, they compare their answers with a partner.
  4. Check the answers and clarify meaning as a class.
  5. Put students in teams of 3 or 4.
  6. Print and cut out the cards from ‘A grand (two-party) coalition! Worksheet B’, one set per group. Shuffle and place all cards face down on the table.
  7. The first player takes a card from the pile and reads what is written on the card, e.g. to apply or for.
  8. All players must now come up with the correct missing preposition or verb and use it correctly in a sentence. Make sure the students write down the sentences to avoid misunderstanding.
  9. The students get 1 point if the sentence is correct and 2 points if the sentence is correct AND they use a different example from the other players, e.g.:
  • He applied for a job in Bath last week. 1 point
  • I would love to apply for a job in Poland. 1 point
  • He applied for a teaching post at Norwich University last year. 2 points 
  1. The player with the highest number of points wins.

A grand (two-party) coalition! Worksheet A

A grand (two-party) coalition! Worksheet B

P.S. Good luck today Alex.

 

 

If my memory serves me right…

Introduction:

This is an activity you can do with students to review ‘there was’ / ‘there were’ and prepositions of place. Students look at a picture for one minute, answer questions from memory and write questions for other students about pictures they have brought to class. The photo on the worksheet is one I took recently on holiday in Croatia and it is just an example. Of course, you can use your own photo and create your own questions.

Level: A2+

Time: 35 minutes

Objectives:

  1. To review ‘there was’ / ‘there were’ structures and prepositions of place.
  2. To write 10 ‘was there’ / ‘were there’ questions using students’ own pictures.
  3. To practise answering questions with the correct structures and prepositions.

Materials:

  1. If my memory serves me right PDF worksheet, one per student.
  2. Teacher’s own photos or magazines.
  3. Students’ own photos or magazines.

Procedure:

  1. Divide the class into groups of three or four. Explain that you are going to show them a picture for 1 minute and that they must memorize as many details as possible for a quiz afterwards (Make sure you have made enough copies of the picture or display it on a TV or projector).
  2. When the minute has passed, nominate someone from each team to be spokesperson and explain that you will only accept the answer given by that person. This encourages discussion and forces the stronger members to be patient. If an answer is shouted out by someone other than a spokesperson, the answer cannot be accepted, and a spokesperson from another team can ‘steal’ the answer.
  3. Ask the 5 questions about the photo (see PDF Worksheet) and award one point for the correct answer.
  4. Explain that the students will now repeat this process, using a picture on their phone or from a magazine that you have provided.
  5. Using the picture, they must write 10 questions that they will use to test other students’ memory, including prepositions of place, e.g. Was the woman in the picture behind or next to the blue car?
  6. When the students have finished, put them in pairs or threes. Taking it in turns, students will show their picture to their classmates for exactly 1 minute, before asking them 10 questions.
  7. Monitor to ensure students answer in full sentences, e.g. No, the woman in the picture was behind the blue car.
  8. Continue until all students have tested and been tested!

 Fast finishers: 

Students imagine their classmates’ picture is a picture of a crime scene and they must describe it to the police in great detail. They write a short description of it from memory and, when finished, show it to their classmates to “correct”.

If my memory serves me right PDF worksheet

Related posts:

The search is on (preposition game)

When & where board game

 

 

 

Worn to a frazzle? Relax with a puzzle

Introduction:

This is a puzzle I created using Free Discovery Education Puzzle Maker. The idea is to recycle some of the vocabulary students have used in Mirror mirror on the wall… (Previous post).

Level: B2+

Time: 20 minutes

Objectives:

  1. To recycle and revise vocabulary used to describe physical appearance by unscrambling the 12 jumbled words.
  2. To discuss a famous quote by Ovid.

Materials:

Printable Mirror mirror on the wall…double puzzle, one per student.

Procedure:

  1. Hand each student a copy of the printable worksheet, Mirror mirror on the wall…double puzzle.
  2. Individually, the students must unscramble the 12 jumbled words and put the letters in the numbered boxes into the corresponding boxes at the bottom of the page to reveal a quote by Ovid.
  3. When the students have finished, they compare their answers and discuss the quote in pairs.

Solution: First appearance deceives many.

*** Ovid (43BC – AD 17), a Roman poet and scholar.

Mirror Mirror on the wall double puzzle

Related posts:

Mirror Mirror on the wall…