Lovers’ tiff

Introduction:

This is a lesson plan for intermediate + students. Students look at relationship related vocabulary, create a short love story and write an informal letter to a friend asking for advice.

Objectives:

  1. To introduce relationship related vocabulary.
  2. To use new vocabulary in context to create a short love story.
  3. To write an informal letter to a friend asking for advice.

Procedure:

  1. Give each student worksheet A with relationship related vocabulary.
  2. Go through the vocabulary together to make sure the students understand all the expressions.
  3. Working individually, the students divide the expressions into ones they have positive and negative associations with and then discuss it with their partner.
  4. In pairs, the students must now create a short love story using as many expressions from the previous stage as possible.
  5. Monitor the use and repetition of the target language.
  6. Still in pairs, the students describe in detail one of the couple’s conflicts or arguments.
  7. When the discussion is over, students now become the main characters in their stories (student A represents one character and student B his or her partner) who are unable to resolve their issues without help. Individually, they must write an informal letter (Worksheet B) to a mutual friend (140- 190 words), in which they present their version of events and ask for some advice. The students must use at least 6 new relationship expressions in their letter.
  8. When the students have finished, they swap their two versions of events with another pair who then must discuss and decide the best course of action for the couple in question.

worksheet-a-vocabulary

worksheet-b-letter

 

Yummy Yummy I’ve got food in my tummy

20170213_002927Introduction:

These are some activities you can do with lower intermediate + students to review countable / uncountable nouns and quantifiers. Students divide the nouns into categories, make a shopping list and use the language in a role-play.

Objectives:

  1. To review countable and uncountable nouns.
  2. To review common quantifiers used with countable and uncountable nouns.
  3. To give learners an opportunity to use the target language in a role-play situation.

Preparation:

Cut up Worksheet A (countable / uncountable nouns) and Worksheet B (quantifiers).

Procedure: 

  1. Elicit examples of countable and uncountable food items from students and put them in two categories on the board.
  2. Divide the students into pairs and hand out each pair one set of countable and uncountable nouns cards (Worksheet A) for students to divide them into two columns: countable and uncountable.
  3. Correct and provide feedback.
  4. Elicit examples of quantifiers they could use with countable nouns, e.g. a few, many, several, some, a lot of, a large number of etc.
  5. In their pairs, students now think of an appropriate quantifier they could use with each of the uncountable nouns on their list, e.g. a bottle of oil, etc.
  6. Give each pair of students the set of quantifier cards (Worksheet B) for them to match the quantifiers to the uncountable nouns.
  7. Correct and provide feedback.
  8. Students now choose 6 food items from their lists and move all the other food cards aside. Using only these six ingredients, they must think of a dish they would make and discuss it with their partner.
  9. With this dish in mind, students then make a shopping list, e.g. a bag of flour, six eggs, a kilo of oranges, etc.
  10. Divide the class into two groups, shopkeepers and shoppers.
  11. Divide ONE set of countable / uncountable nouns cards (worksheet A) equally between all the shopkeepers.
  12. Using their lists, the shoppers must try to buy the ingredients they need to prepare their dish from the shopkeepers. If they use their ingredients correctly in a sentence with the correct quantifier, they keep the card, e.g. Can I have half a kilo of apples, please? Can I have a bottle of olive oil, please?
  13. When the shoppers have completed their shopping lists, the students swap roles and repeat.

Fast finishers:

  1. Students make a detailed list of things they need to buy next time they go grocery shopping.

worksheet-a

worksheet-b

answers

 

Award-winning routines

Introduction:

This is a fun lesson plan for intermediate + students to practise asking and answering questions about daily routines. Students interview each other and then write a short article using the information they’ve gathered.

Objectives: 

  1. To talk about daily routines and rituals.
  2. To interview another student.
  3. To write a short article.
  4. To peer edit another student’s article.

Procedure:

  1. Put students in pairs.
  2. Individually, students divide a piece of paper in their notebooks into three parts: morning, afternoon and evening.
  3. Students write questions for their partners about their daily routines – 4 questions for each section of the day, e.g. What’s the first thing you do when you wake up? Do you usually have a nap in the afternoon? Do you have a bedtime ritual for better sleep?
  4. Students work in pairs and answer each other’s questions, making notes on each answer.
  5. When the students are finished, they must imagine the person they’ve just interviewed is a celebrity whose strict and weird routine has led to their success.
  6. They must write a short article (140-190 words) describing their interviewee’s rise to stardom, thanks to their unchanging routine.
  7. When the students have finished, they swap articles with their partner and edit them according to the following success criteria:
  • The article has an eye catching headline, e.g. Can’t keep up? Don’t settle. Have some invigorating nettle.
  • The article has an interesting introduction, e.g. Ever wondered why you never had ‘A’s at school, why you never got that dream job or the guy you fancied? Well, the answer might lie in something as inconspicuous as nettle tea.
  • The writer gives specific examples, e.g. The A-list celebrity I’ve had a chance to interview never leaves the house without indulging in a cup of lovely nettle tea. In fact, she keeps on drinking gallons of nettle tea throughout the day and swears by its superpower qualities.
  • The article is divided into paragraphs, with an inspiring final paragraph to motivate the reader into making a small change in their lives which may lead to super success!

Do, make, have or take? An instant headache

Introduction:

This is a classifying and speaking activity for intermediate + students to practise common collocations with do, make, have and take.

Objective:

1. To practise and review common collocations with do, make, have and take.

Preparation:

Print out and cut up one set of cards per pair or group of three (Alternatively you can copy the words on post-it notes)

Procedure:

Elicit some example of common collocations with do, make, have and take, and put the examples in clear columns on the board.

Part 1:

  1. Put students in pairs or groups of three, and give one set of cards to each pair or group.
  2. Ask students to put the words into four different categories of words that collocate with: do, make, have and take.
  3. Draw their attention to the fact that some words can collocate with more than just one verb e.g. take / have a shower.
  4. Monitor and provide feedback.

Part 2:

  1. Mix the students and put them into small groups of at least 3 students; ask them to shuffle the cards and put them face down in a pile on the table.
  2. The first player takes the top card from the pile and makes a sentence with the word on the card, e.g. On average I spent 1 hour a day doing my hair; I find it really difficult to make friends, etc.
  3. The other players listen to the sentence and decide if it is correct.
  4. If the sentence is correct the player keeps the card. If the sentence is incorrect the card is placed at the bottom of the pile and the player who identified the mistake has an extra turn and takes the top card from the pile.
  5. Play continues in a circle going left.
  6. The winner is the player with the most cards at the end of the game.

cards

collocations-answers

P.S. Massive thank you to my friend Alex. This blog wouldn’t have been possible without your support.

(Un)conditional love

Introduction: 

This is a speaking activity which allows students to revise zero, first, second and third conditionals. Students write questions for each other and answer them in pairs.

Objective:

1. To practise zero, first, second and third conditionals.

Procedure:

1. Students write 8 conditional questions: in 1&2,  students write two zero conditional questions; in 3&4, students write two first conditional questions; in 5&6, two second conditional questions, and in 7&8, two third conditional questions. For example:

  1. How do you feel when you don’t get enough sleep?
  2. How do you react when you have an argument with someone?
  3. What will you do if you have extra free time next week?
  4. What will you do if it rains next Sunday?
  5. If you could eat only one food for the rest of your life what food would you choose?
  6. If you could have dinner with anyone who would you choose?
  7. Where would you have gone on holiday last year if time had been no limit?
  8. What would you have done if you had been the headmaster of your school during your school years?

2. When the students are finished, they must pass the sheet to another student, who writes a brief answer to all the questions on a separate piece of paper.

3. Put students in pairs (student A and student B).

4. Using only the answers produced by each student, Students A and B swap answer sheets. They will each have different answers to each other as they have answered different questions.

5. Looking at the answers given by their partner, the students now ask each other questions, e.g. Student A: “Why did you write ‘Stay at home’ in number 4?” Student B: “Because if it rains on Sunday, I will stay at home.”

6. Monitor and provide feedback.

 

 

Lights, camera, action! Speaking activity

Introduction:

This is a speaking activity which allows students to describe their favourite film in great detail.

Objective:

  1. To describe a film using film related vocabulary

Materials:

Printable worksheets (one per student), two dice

Procedure:

  1. Ask students to think of their favourite film.
  2. Put students in pairs or threes and hand each of them a copy of the printable worksheet. Go through the vocabulary around the edge of the questions as a class to ensure the students understand it and are confident in using it correctly.
  3. Students take it in turns to throw the dice and move to the square indicated on the dice e.g. if a student rolls a 2 and a 4, they move to question number 6.
  4. Students answer the question and incorporate the film related words around the outside of the board. If the student uses the word(s) correctly they can cross it / them out. Every time students answer the question they can cross out at least one word but no more than four words.
  5. The other students in the pair or group can ask questions to encourage the use of the language.
  6. The winner is the first student to cross out all the vocabulary on the board.

lights-camera-action-lets-talk-about-your-favourite-film

Summary of past or recent events

Introduction:

This is a speaking activity which allows students to describe the most important things that happened to them in 2016, over the holidays, the last school year etc.

Objectives:

  1. To describe past events using past tenses or recent events using present perfect tenses.
  2. To practise asking wh-questions in authentic communication.

Procedure:

  1. Ask students to write down ten important or memorable things that happened to them in the chosen time period. Make sure they know the events will be discussed in class and are not too personal. You can decrease or increase that number depending on how talkative your class is (I found teenagers usually struggle with ten).
  2. Put students in pairs (student A and student B) or groups of three.
  3. Student A briefly describes the first event on the list. Once student A has finished student B asks additional questions starting with who, whose, what, when, where, why, which, how, how long and how many.
  4. Encourage students to show pictures of the events, if they have any on their phones, to make the activity more relevant.
  5. Students continue until they have each described all the events from their lists.

Alternative ideas:

  1. You could also ask students to come up with a recent summary of events in politics, art, science, etc.
  2. You could use it as a getting- to- know- you activity with students writing a list of “Ten things to know about me “.