Category Archives: Games

Learning or Teaching Reporting Verbs? 5 Low-Tech and High-Tech Activities

And finally, it’s springtime. “Here comes the sun da-da-da-da”. After, like two months raining non-stop and cold spells whimsically coming and going, I was beginning to flirt with the idea of leaving “sunny” Spain. But, fortunately, it seems spring is here to stay. And this means light. Don’t you feel more energetic when you wake up in the morning, and there is this beautiful sunny day waiting for you outside? I do.

It seems to me that even explaining reported speech introductory verbs is a lighter task.

Here you can read some of the activities I did with my students to introduce, revise and consolidate reporting verbs. I have used a variety of online free tools. Free tools, as usual.

  • Aim: to introduce, revise and consolidate reporting verbs other than “say” “ask” and “tell”
  • Level: B2

AN INFOGRAPHIC TO CONSOLIDATE THE GRAMMAR STRUCTURE OF SOME REPORTING VERBS

I like infographics. They are colourful and can be displayed on the walls of the class for students to refer back to if they, God forbid, forget the grammar of these verbs. Honestly? I like creating them. I like playing with the fonts, icons, lines and anything the site has to offer to create them.

reporting verbs by cristina.cabal    I have created this infographic with Canva.

Direct link here


A "HALF-A-CROSSWORD" GAME TO HELP THEM REMEMBER THE MOST COMMON REPORTING VERBS.

This kind of exercise gives students a nice opportunity to use a variety of skills.

I have used a free website with a very complicated name, which I am not even going to attempt to write. Here’s the link. The only thing you need to do is write the terms in the box provided and then print the outcome. It’s magic.


A GALLERY QUIZ: A MATCHING EXERCISE WITH SOME REPORTING VERBS

This exercise takes students a step further as they will have to associate the meaning of a sentence in direct speech with the corresponding reporting verb.

This is a visual exercise you can do more than once to consolidate knowledge.


A STUDY-SET OF FLASHCARDS

Students should be ready to get into more demanding exercises as are the ones I suggest below.

In this exercise, students orally provide the reporting sentence.  The exercise has been created with quizlet, a well-known free tool I highly recommend as study sets are very easy to create and it’s great for rote learning. Although it offers a premium version, the free one is quite generous.
Depending on how confident your students feel, you can set this task to be done as an individual written exercise or orally as a whole class exercise.

Created with quizlet


USING GRASS SKIRTS: A TRANSLATION EXERCISE

This is game from the archives. I highly recommend you do it with your students. Lots of learning and lots of fun too. Your students are going to adore you.

Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.

Now, you are ready to start.

Procedure:

Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.

Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.

Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.

Rules.

  • The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
  • The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
  • Groups can only tear off sentences from their assigned posters.
  • The first group to have a tick in all 8 sentences is the winner.

Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them.  Focus on any common problems you might have noticed.


THE FRUIT MACHINE: A MORE DEMANDING EXERCISE ALLEVIATED WITH A BIT OF FUN

This activity is probably the most challenging in this compilation.

How to go about it:

  • Divide the class into two teams, Team A and Team B. Ask a representative of each team to come to the front of the class facing away from the board where the fruit machine is displayed. Let’s call them Captain A and Captain B.
  • Set a timer for 90 seconds.

The activity has two parts:

Part 1.  Team A starts playing. Spin the fruit machine and a reporting verb will be randomly chosen.

For example: Suggest

Team A  needs to, using direct speech, come up with a sentence to exemplify “suggest”

For example: “Why don’t we go to the cinema?”

Captain A needs to guess the reporting verb associated with the sentence. If he does his team scores 1 point.

Part 2. Ask team members to repeat their sentence and have Captain A report the sentence using the reporting verb in indirect speech. If he does, his team scores an extra point.

Teams have a maximum of 90 seconds to do part 1 and 2.

Now, it is Team B’s turn to play.

I have created this activity with classtools.net. Click on the image to see the fruit machine in action. Warning: you might want to turn down the volume in your computer.

Reporting verbs: A Translation Exercise Using Grass Skirts

Do you like translation exercises?

If you think they are boring, perhaps I might succeed in changing your mind once you read about this activity.

Writing is always on my mind (like Joe Manganiello 😀  ).  It ‘s true that I should probably dedicate more time to writing tasks in class, but writing takes a lot of time and time is a luxury I cannot always afford. For this reason, I try to do small writing activities that take less time but have proven very effective.

 

 

 

 

 

 

 

 

 

 

 

 

If you have been reading my blog for some time you have probably guessed a thing or two about me:  I am a huge fan of competitions and anything that brings fun and a relaxed atmosphere – and probably a little bit of noise- into the classroom.

I think the exercise I’m about to describe combines perfectly well the two above. I have used it to revise reported speech (indirect speech) and more specifically reporting verbs, but it can be easily adapted to any other point of grammar you need to revise.

In case you are wondering, below is a picture of the grass skirt I have used for this activity. You can also call them tearable sentences, but I like grass skirts better.  You can make your own template o download the one Tekhnologic very kindly offers on his website. I have used his.

 


The activity


Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.

Now, you are ready to start.

Procedure:

Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.

Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.

Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.

Rules.

  • The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
  • The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
  • Groups can only tear off sentences from their assigned posters.
  • The first group to have a tick in all 8 sentences is the winner.

Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them.  Focus on any common problems you might have noticed.

Give runners a round of well-deserved applause and maybe something to drink  😆 

Have you ever played Quizlet.live? Then, you are missing out!

Easter is here and this means a break from teaching. A very much needed break to be honest. Not that I am complaining but, is it me or does this Easter feel extra early?

Anyway, the last day before the Christmas break and the Easter break are always days that I both love and hate. These are the days when I have to give my students good or bad news. This means marks and, unfortunately, not all the students pass with flying colours.

Well, this last day and just before giving them their marks I wanted them to have a bit of fun and leave the class in high spirits so I decided to try a new game I had been meaning to try for a long time, Quizlet.live.  I tried it and I have to say I liked it.

Here’s why:

  1. Students work in groups. I like this much more than individual work.
  2. Students have to discuss the correct answer and they have to agree before they click. And this means talking. A lot. In English.
  3. If they make a mistake, they can start again. And this means reinforcing.
  4. However, they have to choose the correct answer very carefully. If they make a mistake they go back to 0 points.
  5. The teacher can create his own sets or if he is feeling lazy or too busy, there are millions of public quizlets to choose from. Thank God for this small favour!
  6. It’s free.
  7. It’s fun. Like, a lot.
What you need to play:
  • Mobile devices: tablets, mobile phones or Chromebooks. One for every student.
  •  A minimum of 4 students. The more the merrier.
  • A study set with at least six unique terms and definitions. Again, I would recommend more.
Setting a game

Part 1. Pre-game

  • Once you have decided on the study set you want to give your students, choose Live. I have created a study set to revise the use of the infinitive and gerund in English.

  • Then, choose Definitions and Terms. Actually, if you do not have a Premium account, that’s the only one you can use. Bear it in mind if you decide to create your own set: what you have written as a definition will be what your students see as a question and what you write in the space provided for the term will be the possible answer.

  • Ask students to take out their devices and go to quizlet.live. Share with them the join  code you will get once you click Create Game. When prompted, ask them to write their real names. Writing their real name makes it easier to form the groups.
  • The computer randomly selects groups. If you have some students that you feel won’t work well together, you can always reshuffle the groups.
  • Ask students to stand up and sit in their groups

Part 2. Playing

  • Once the teacher clicks Start Game, the students will see the first matching task.
  • On the class screen, they will only see that the ostriches and sea turtles are tied 0-0.

  • Now the first question/definition/word is displayed on their screens. It’s the same for all the members of the team, but only one member of the team will have the correct answer. They will need to discuss who has the correct answer and click on it. For example, in the picture below, I am pairing with Mary. I do not have the correct answer, but my partner does.

  • Tell students that the first team to get to 12 points wins the game.
  • Warning: If a team chooses an incorrect answer, they go back to zero and they will lose all the points and will need to start again. In my opinion, this is just great to reinforce knowledge.
  • At the end of the game, they can analyze the answers and see what they are struggling with.
What I liked most

What I like most about this game is that students are collaborating with each other all the time, using vocabulary and discussing which answers are correct and which are incorrect in a way that is really engaging and motivating.

Also, you can share with them the link for the study set and have them revise at home.

Finally, on twitter, I saw an idea that I really liked, especially if you don’t mind some noise and you only have a few devices. It was from a teacher called Mrs. French. I hope she doesn’t mind me sharing the video.

Crime and Punishment: Some Engaging Classroom Activities

I am not a big fan of watching TV. I find most programmes dull and very often uninteresting. However, one of the very first things I do as soon as I wake up (this, of course after my first cup of coffee) is to watch the news. However, lately, I have been considering skipping them. Is it me or do you have the impression that the news is filled with disaster and corruption?  How can you be expected to rise and shine when the world is going crazy,  when all the stories in the news are about crimes and criminals? I’d rather watch the weather forecast! Hey! Hold on!! Just heard about hurricanes and floods? I think I’ll stick to Netflix.

Anyway, please excuse my rambling and let me share with you some of the activities I have designed to help my students learn and practise vocabulary related to crime in a series of engaging speaking activities.


Using grass skirts. Making up a funny crime story

Preparation:

  • Choose a number of crimes and write them down. You can use my own template. See it here.
  • Cut a line between words (see picture) but don’t cut them all the way so that the slip of paper doesn’t detach.
  • Each poster contains 9 crimes. If you have between 10 and 18 students you will need two copies of the poster.
  • Put the poster(s) on the walls of the class.

Procedure:

  • Point to the posters on the walls of the class.
  • Tell students they will have about 10 minutes to make up a funny crime story. They can take notes but they cannot write the whole story.
  • Ask students to stand up and take a crime. They will do it by tearing off the piece of paper containing the crime.
  • Students sit down and began making up their funny crime stories.
  • In groups of 3 or 4, they share their stories and decide on the best story in the group.
  • The best story in each group will be then shared with the whole class and again the best story will be chosen.

 


Using a Feedback Tool to play a game to revise vocabulary.

This one is a lot of fun. Believe me!

Aim:  to revise vocabulary related to crime using the free online tool Answergarden

Preparation: Minimal.

If you have never used a feedback tool, you really should give it a try. I have used feedback tools and also backchannels in my classes in a number of ways to teach English and I like them for several reasons.

  1. They are very effective
  2. They tell you in real time whether students are really learning or not.
  3. They give voice to all the students and not just to the ones who always raise hands.
  4. They are fun and make classes more interesting and engaging.

Downside: it requires the use of devices with an internet connection. However, two students can share the same device.


If you find it hard to integrate technology into your classes, I run workshops  on the use of online free tools in the language classroom (tool+practical tested ideas+practice designing your own activities- see workshops here)


How to set a room in Answergarden in less than 1 minute.

  • Go to Answergarden and click on Create Answergarden
  • Type your topic or question
  • Set Classroom or Brainstorm Mode
  • Set the answer length to 20 characters
  • Click on Create and share the link with your students.
  • Students submit their answers and they are represented in the form of a growing word cloud.

Tip: Don’t forget to refresh your page to see all the answers the students are submitting or to choose the expand tab which will refresh the page automatically every 5 seconds.

The Game.Procedure

Step 1. Creating the wordcloud

Share the link for the Answergarden you have created and ask students to submit words related to crime. Their answers will be represented in the form of an attractive wordcloud.

(Note: This is an active answergarden. You can submit words, but please, only words related to crime 🙂

Step 2. Playing

  1.  Divide the class into two teams and ask a representative of each team to come to the front of the class facing away from the board where the word cloud is displayed. Let’s call them Captain A and Captain B. Place a table in front of the students and on the table place two reception bells. If you can’t find the bells, any other sound would do! But, there has to be a sound, mainly, because it’s fun!
  2. Set a timer for 90 seconds. Teams have 1m 30´ to describe as many words as possible. Point to a word and ask the class to describe the word using synonyms, definitions or paraphrasing. If a captain knows the word, he will need to press the bell and then say the word.
  • If the answer is correct, his team scores a point and the game continues in the same way until the time runs out.  The teams choose other captains to continue playing.
  • If the answer is incorrect, he won’t be allowed to guess again until the other captain has had a chance at guessing.


Random Questions- A Speaking Activity.

I have created the presentation with questions to discuss about crime and punishment with the free tool Genial.ly

Procedure:

  1. Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “ to be sentenced to” for example, encourage them to write the whole expression and not just “sentenced “.
  2. Click on the random question button in the presentation. Ask students to swap slips of paper with their partners and get them to discuss the question reminding them to use as many words from the slip of paper as possible. Allow 4 or 5 minutes to discuss this question.
  3.  Ask students to swap lists again before asking them to stand up and find a new partner.
  4. Click on the random question button in the presentation again and repeat procedure.

Hope you have enjoyed the activities.
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The Liar: a Present Perfect Continuous Game.

This week is not supposed to be a game week. I can feel the “exam cloud” starting to creep up on me. Yes, exams are just two weeks away and I should probably be dedicating the whole lesson to revising. And I‘ll do it. I promise. And it will all be very academic and probably boring.  So what you are about to read is very likely the last fun activity I’m going to do with my students before exams but students deserve a break from time to time and I’m sure they will enjoy this little game to revise the Present perfect Continuous. Besides,it is a ton of fun.

I have to say that I have not invented the game. I was kindly offered to me by a teacher from EOI Plasencia (hello Maite Martínez) after an enjoyable training session. I asked her to write a guest post explaining the game, but she kindly refused and said she could not do that as she was not the author adding that the game had been in her possession for a long, long time and couldn’t remember where she had got it from.

I have googled up the game trying different combinations, but I could find no trace of it. So I have decided to publish it.

Please, if you are reading this and you’re the author, write to me to give you proper credit.

Now, with the game.

Aim: to practise the present perfect continuous in the pattern:

  • How long have you been playing golf?
  • I have been playing golf for 6 years

 

Before the game: You’ll need to prepare cards with the numbers 1 to 10. You will need a deck of cards for every four or five students. Numbers (1-10) will be repeated three times in each deck of cards. So, you will have three 1s, three 2s, three 3s… etc, ie, a 30-card deck.

You can download mine here.

The object of the game is to get rid of all your cards.

  • Ask students to play in groups of 4,5 or 6.
  • Tell students they are all “nouveaux riches”.
  • Someone in the group shuffles the cards and deals them out. All of them.
How to play:

  • Player A, the person on the right of the dealer, begins. He turns to Player B, the person on his right, and asks him a question. For example:

                   How long have you been eating at Maxim’s?

  • Player B puts one of his cards face down on the table without showing it to anyone and answers, for example:

                    I have been eating at Maxim’s for 5 years.

Important: You must always put down a card equal to, or more than, the previous card. Player B will need to put down a card with a number higher than 5. If you cannot do this, you must lie and hope not to be challenged to show your card. 
  • Now, Player B repeats exactly the same question Player A asked him to Player C, the person on his right. Player C answers and puts one of his cards face down on top of Player B’s card. For example:

                  I have been eating at Maxim’s for 7 years.

  • Now Player C repeats exactly the same question to Player D. In this way, play moves round the circle in turn.
  • If any player suspects that another player is lying, they can say:

 Stop! I don’t believe you- let me see that card.

  • If it’s a lie, that player must pick all the cards on the table. However, if he was telling the truth, the player who challenged him must pick all the cards.
  • After a player has picked all the cards, it‘s he who starts the game again asking a new question.
  • The first player to get rid of all his cards is the winner.

List of snobbish things to do

  • Ski in St Moritz
  • Eat caviar
  • Play golf
  • Fly business class
  • Wear Armani clothes
  • Vote conservative
  • Shop at Harrods
  • Drive a Porsche
  • Go on cruises

Blog de Cristina is on Facebook and on Twitter. 

Making Vocabulary Stick: a Fun Game to Make New Terms Stick

It is said that you need to use a new word at least ten times to be able to remember it. I don’t know what to say about it.

I should probably not be saying this, I know I shouldn’t, but I can’t let it pass.  For some students, using the word once or twice is enough and for some others, you can work on it and repeat it until the cows come home and still, no luck. If you are a teacher, I know you understand what I mean. Fortunately, this is not true for most of my students  🙂 🙂

 

This is a simple activity you can do to encourage the use of newly-acquired vocabulary and to help students remember it.

I’m afraid if you don’t have a computer and OHP in your classroom, this activity would probably be useless to you. So, I won’t blame you if you stop reading right now.

  • Topic: Travelling and holidays. (You can easily use any other topic).
  • Level: Upper -intermediate (I would say this activity will work well with B1 students and upwards)
  • Time: about 30 minutes

Pre-game

  1. Activating previous vocabulary. I introduced the topic by asking students to discuss in pairs some uncomplicated questions, such as:

      What kind of holidays do you prefer?  Do you prefer package holidays or making your own?

       2.Introducing new vocabulary.  Nothing fancy here. I introduced and worked on new vocabulary using a variety of activities, but most from their textbook.

Boring part over.

Game.

  1. Brainstorming. I asked students to close their books and, in pairs, brainstorm words and expressions related to the topic. I completely forbade “easy” words such as plane, ticket or suitcase. Reserve some “Awesomes and well-dones” for the advanced vocabulary they are likely to provide.
  2. Using a word cloud. In my computer, I opened the free word cloud generator https://wordart.com/ . I like this tool for two reasons:
  • it allows you to maintain words together very easily.
  • It very nicely highlights the words you want to work with.

I asked a student to help me with the typing of the words. So while I was writing on the board the words students volunteered, he was typing these same words in the wordart app.

  1. Magic. When all the words were written and after drilling pronunciation and meaning, I cleaned the board, turned on the overhead projector and magically displayed the word cloud containing all words they had provided.

(click on the image)

Steps 1, 2 and 3 took about 5 minutes.

  1. Teams. I divided the class into two teams and asked a representative of each team to come to the front of the class facing away from the board where the word cloud was displayed. Let’s call them Captain A and Captain B. Place a table (or two) in front of the students and on the table(s) place two reception bells. I got mine from the Chinese Bazaar shops. If you can’t find the bells, any other sound would do! But, there has to be a sound, mainly, because it’s fun!

Procedure:

Team A starts. I point to a word (very nicely highlighted in this app) and team A has to describe the word to their captain using synonyms or paraphrasing. The only problem is that both Captains can press the bell if they know the word. Teams have 1m 30´ to describe as many words as possible.

Award one point for each correct guess.

Some more rules:

  • If the two captains press the bell and answer at the same time, the point is awarded to the captain whose team is playing.
  • If the two captains answer at the same time, but one of them has not pressed the bell, the point is awarded to the other team.
  • If a captain gives the wrong answer, he cannot answer again until the other captain has had a chance at guessing. In this case, the other team can try to explain the word to their captain.

Have fun while teaching and your students will learn better!!!

 

4 No-Prep/Low-Prep Games to Practise Big Numbers

I can’t believe I am starting a new course. Did summer fly? It surely did and here we are again, about to begin a new course and greet a new batch of students. Batteries? Fully charged?

It’s been donkey’s years since I last wrote a post and although this is the first after a longish break and one that should be devoted to first-day icebreakers, I have seen and read so many good ones lately that I felt I wanted to write about something completely different.

One of the problems my students almost always have is saying numbers, especially big numbers so, wouldn’t it be great to start the course working with numbers while having some fun? It never hurts to start the course in a light mood. God knows they will have plenty to study in the coming months.

Some boring, yet necessary things you might want to tell your students before you start playing.

BEFORE THE GAMES, REVISE

Before you start, it would be a good idea to revise how to say large numbers in English.  You can use this video for “inspiration”. Although the teacher in the video certainly goes out of her way to teach big numbers, I find that it”s not in my nature to go to such lengths so something that I always do and that my students enjoy is the following:  I start by writing a small number on the board and ask my students to say it. Then, I add a new number to its left, like this:

  • 5,
  • 35,
  • 635,
  •  4,635
  • 74,635
  • ..etc ( make it real big)

Every single time they have to say “and” (BrE), I make a gentle cutting gesture with my hand. Then I put them in pairs and they try with a new number.

THE GAMES

WHAT’S THE POPULATION OF…?

Ask students: Can you guess the population of the smallest capital city in the world?  As students make their guesses,  correct any mistakes they might still be making.

 Ngerulmud, the capital city of Palau an island nation in the Pacific Ocean, only has 391 people.

In this challenging game, students will have to guess the population of a given capital city or country.

  • Ask students to work in twos or threes.
  • Give each team a slip of paper. Tell them they will need to write their answer there, big enough to see from a distance.
  • Write on the board or display a picture of a well-known country or capital city and ask students to guess its population.
  • Allow one minute and then ask them to show their answer to the class and read the figure.
  • The team that is closest to the real figure gets one point.

 

THE PRICE IS RIGHT.

Have you ever watched The Prize is right” and wished you could play? Here’s your chance. If there is anybody out there who has never heard about this world-famous contest, here’s a clip from the contest to give you an idea of what it is about.

Rules of the game:  Participants try to guess the retail price of a chosen object.  Whoever is closest to the actual retail price without going over wins the object. If all the participants overbid, the lowest bid is announced and they’ll need to guess again.

Before the game: You’ll need to find pictures of different objects and bring them to class. A good source for pictures, description of the product and prices is Amazon, ( in case you are wondering, no, this is not a sponsored post 🙂 .If you like using new technology in the classroom, you can always make your own flip cards. (see mine here)

Note: Revise how to say prices in English and the name for the currency you are going to use in the game.

How to play in class:

  • Divide the class into teams of three.
  • Give each team as many slips of paper as objects you are going to display.
  • Display an object, give a short description of it and ask students to guess its correct prize without going over it. Allow 45 seconds.
  • Ask students to show the slip containing their guess and ask them to read the number aloud for the rest of the class.
  • Award one point to the team who is closest to the actual retail price.
  • Repeat procedure.

If you feel students are having difficulty guessing prices, an easier variation would be giving teams the first figure.

GUESS THE NUMBER

This is a very simple but effective game that requires no preparation.

  • Students in pairs.
  • Student A thinks a random number. Student B needs to guess it in as few attempts as possible.
  • Each time student A makes a guess, Student B should offer one of the following answers.

-My number is (much/ a bit) bigger
-My number is (much/ a bit) smaller
-Exactly! You did it!

A MAD RAFFLE

Before the class, select a few inexpensive things you want to give away such as some chewing gum, a pencil, a sweet, a sheet of white paper, a free homework pass…etc.

  • Tell students you’re feeling very generous today and with a lot of suspense and drama show the first item to be given away.
  • Briefly describe the item as if it were priceless: for example, tell them it is the first chewing gum that helps people pronounce English as a native… or some other silly reason.
  • Tell students that to get the prize they will need to guess its exact price.
  • Decide on a price but don’t tell your students. Remember that the chewing gum is unique so you want to give it a prohibitive price. Let’s say the retail price for the chewing gum is ₤ 765,888
  • Count the number of students and if there are 20 in class, tell them that the exact price is somewhere between ₤…. and ₤…. ( a window of 20 possibilities, ie, as many possible prices as students in the class) Write this range on the board.
  • Now, students need to shout out their guesses. Give the prize to the student who correctly guesses the price.

And you? Do you use any other games to practise saying big numbers?

Sentence Betting: a Vocabulary Revision Game

I’m really happy to welcome  again Angeles Jimenez as guest writer on the blog. Ángeles is a friend and fellow teacher from EOI Oviedo with over 25 years’ experience teaching adults and, in this blog post, she will be sharing with us a fun engaging game to revise vocabulary.

The Sentence Betting  game is a vocabulary revision game which requires students to recognize, correct and explain vocabulary related to the topic of work. It’s highly adaptable to any semantic field and it’s a great game to review vocabulary as end-of-unit activity and usually a lot more fun than the typical course book review.

Level: This game in particular works best with C1 students since there are difficult expressions B2 students haven’t studied yet.

Preparation: Prepare a worksheet for students to check for word-usage mistakes related to the topic of work. Include correct sentences in a random order.

Time: about 45 minutes

Materials:

  • A sentence betting worksheet (see handout).
  • Fake money or poker chips (optional). You can download play money here

How to play:

1. Divide the class in teams of 4 students. If you want to play with bigger groups, split each group into two teams.

2. Give each team a handout of the betting sheet. Allow them 10 minutes to go down  the list of sentences to decide and mark which one is either correct or incorrect.

They need to put a tick or a cross and bet a sum of money between 1$ and 5$ depending on how confident they feel about their answer.

3. The auction. Call sentences aloud one by one and ask each team to bet a sum of money stating whether they think is correct or incorrect. Display the answer on the screen. Ask students to fill in the 3rd column with the amount won or lost.

For example, if a pair of students bet 5$ on a sentence because they believe it’s true and they’re correct, then they win 5$. But if they get it wrong, then they lose that sum.

Students add up the figures both plus and minus. The winner is the team with the most money at the end.

Once a team has won the bet by correctly saying that a sentence is wrong, they have the chance to double their money again by correcting it.

Remind students that once the game starts you will limit the amount of time they have to decide if the sentences are right or wrong.

Variation: If you want to build up excitement, divide each group into two teams appointing a spokesperson, who will be in charge of reading each sentence aloud and giving the correct answer after each bet.

Tip: if you want to keep the activity fast-paced, it may be better to play in teams as poor pronunciation will slow down the game.

Spinning the Wheel: an Engaging and Productive Speaking Activity.

This is a very simple communicative activity that works wonders because it is highly engaging, students love it and it is very productive. It takes 2 minutes to create and it is adaptable to any topic of discussion and suitable for all levels.

 

Aim: activating new vocabulary through discussion questions.

Levels: all

PROCEDURE.

  1. Easy peasy! Just go to wheeldecide.com and fill in one wheel with the target vocabulary and another one with the questions you want your students to discuss.
  2. Students in pairs
  3. Spin the wheel containing the questions and then, the wheel containing the word/ expression you want your students to use when answering the question.
  4. Student A has 2 minutes to talk about the question and use the target vocabulary. If he does, he scores a point.
  5. Spin the wheels again. It’s student B’s turn.

NOTE: When creating the wheel, go to the advanced section to choose colour and whether you want the option to be removed after it is landed on or not.

 

 

If you are a student and you’re preparing for exams or studying on your own, you probably have your own studying strategies, but I invite you to try this new one. I’m sure you’ll find it engaging and productive.

I ‘d like to thank Cristina Serafim for bringing wheeldecide to my attention.

Blog de Cristina is also on Facebook. Follow us!

 

“You’re Lying”: a Game to Practise Present Perfect Simple and Past Simple

Today I’m really happy to introduce a guest writer to you. Angeles Jimenez is a friend and fellow teacher from EOI Oviedo and, in this blog post, she will be sharing with us an excellent communicative game to consolidate the use of present perfect simple and past simple. Ready for a lot of fun!

Do you want your students to keep their noses in the course book? Don’t read on then.

Going into a new class on the first day can be a little bit stressful both for teachers and students. Teachers get ready to greet their students, anxious to get started, and learners are nervous wondering what is to come. That’s why it’s important to have a first day of class that will set the tone for what the course will be like. And it will be FUNtastic!!!

Games for getting to know one another can be an excellent way to establish a stress-free environment in the classroom. Let your students know that they’re welcome in order to put their insecurities aside, try to make them feel comfortable participating. They’ll have fun learning English in no time!

The “You’re lying “game lives up to its name.

It’s a fun game which works very well at the start of the term as a ‘getting to know you’ kind of game. Teenagers love it because they don’t feel like they’re learning, and advanced students love it because it’s a break from the monotony of learning with serious assignments.

It’s also a great way to consolidate the use of the present perfect tense to talk about experiences and the use of simple past to ask follow-up questions.

  • Language point: Present perfect tense and simple past
  • Organisation: Pair work
  • Level: This speaking activity is designed for advanced levels.
  • Materials: One copy of “You’re lying: student A” for half of the students in the class and one copy of “You’re lying: student B” for the other half of the class.Pdf here
  • Aims: To present the present perfect tense (have + past participle) with the function of talking about past actions. Students should be able to recognise that the present perfect and the simple past are both used to talk about a past action but the present perfect is used when the time is not stated and the simple past when the time is known.It works well as an ice-breaker for C1 students since it requires some previous knowledge of verb structures and some command of vocabulary.

For B2 students some warming up may be necessary.

  • You could begin the lessons by speaking about your own experiences in a general way. Be careful not to give any details about these experiences. In other words, keep to the present perfect. For example:

 I’ve been to many countries in my life. I’ve been to Italy and I’ve visited France, Germany, and Switzerland. I’ve also driven a lot in the United States.  

  • Ask students to ask you questions about the specifics of some of your adventures. On the board you can draw a time line and point when they took place. Students will hopefully be able to catch on fast and keep to the past simple.

 How to play

Students are invited to lie to their opponents, something which they usually tend to enjoy! The more detail the students can give in their answers, whether invented or not, the more convincing they will be.

  • Put students in pairs and give them A and B handouts.
  • Students ask each other “Have you ever..?” questions. Remind them they must answer all the questions with “Yes”.
  • Student A asks student B a question using the Present Perfect. Student B must answer “Yes, I have”.
  • Student A can then ask them 3 “Wh” questions in the Simple Past and try to spot from B’s answers (sometimes body language ) if their opponent is lying or telling the truth.
  • If student A guesses, then he / she gets the point. If he’s been fooled, then student B gets the point.
  • The winner is the student with the most points. They could also start with a maximum number of 10 points. Student A subtracts one point if he / she fails to guess whether B is lying or telling the truth. Student B substracts one point if Student A guesses.

For more advanced learners, this is a great opportunity to bring in modal verbs (“That must be true, it can’t be / have been true because…”)

 Why does this game work?

Because students tend to remember more when they are relaxed and enjoying the activity. It’s also an easy way to encourage quiet students to get involved too!

It makes it a lot more fun if they think of facts that may trick or surprise others so tell them to be creative.

As a follow-up they can also write five sentences about themselves and then get into pairs or groups and repeat the interrogation. Have fun!!

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