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.
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.
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.
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 😆
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.
Students work in groups. I like this much more than individual work.
Students have to discuss the correct answer and they have to agree before they click. And this means talking. A lot. In English.
If they make a mistake, they can start again. And this means reinforcing.
However, they have to choose the correct answer very carefully. If they make a mistake they go back to 0 points.
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!
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.
Naturally, I am a huge supporter of any activity that involves students getting out of their seats and interacting with other students. Also, if you have been reading me for a while, you will surely know that I am always worried about making vocabulary stick.
So, this super simple activity combines these two things+ zero preparation. How does that sound? Yes, I know. Besides, it’s compatible with any topic you are working with. Believe me, this activity is a hit.
There is a 99% chance that you will end up participating in the activity, but please, do not get all proper and spoil the fun by telling students to keep their voices down. Let them enjoy.
Aim: to make vocabulary stick by revising, reinforcing and using it. Topic: Any. I was working with the theme of environment, but any topic would do
How to go about it
1. Revision with slips of paper. Start by revising the vocabulary you have introduced in previous lessons. I usually write the vocabulary I need to revise on slips of paper, place myself in the middle of the classroom (desks are arranged in a U shape) and very quickly give a short definition, synonym or antonym. The student who guesses correctly gets the slip of card. The winner, as you might have guessed, is the student who has more cards at the end of this activity. I do this activity very often. I think I like it because I can see that my students love it and it is a good exercise not only to revise meanings but also to work on pronunciation.
2. Writing 5 newly- acquired words. Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “make the most of” for example, encourage them to write the whole expression and not just “make the most “.
3. On the board, write a question for the students to discuss in pairs.
4. Tell the students to stand up with the scrap of paper containing their words and choose a partner to talk to. They can sit down if they want to or they can remain standing.
5. Ask them to swap the pieces of papers and read the 5 words on it making sure they know what they mean. If they don’t, they should ask their partner to explain or clarify meanings
6. Point to the question on the board and ask them to discuss it trying to introduce as many words as possible from their list of words. Allow 4 or 5 minutes to discuss this question.
7. Important step: Ask students to swap lists again before asking them to stand up and find a new partner.
8. Write a new question for discussion on the board. Ask students to sit down with their new partner, swap the scraps of paper and repeat procedure.
My students said they loved the game! Let me know what your students think if you decide to give it a go.
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.
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.
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
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.
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.
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.
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.
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!
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!!!
Back to normal after the Christmas break and looking for ideas to get students back into the mood, my faithful companion The Wheel of Fortuneis again unfailingly helping me to provide, with almost no effort, an engaging activity to get started: grammar and vocabulary will probably follow, but let’s start off on the right foot.
So, I have in mind a warm-up activity that gets students out of their seats (have they even had time to sit down?) while animatedly sharing their experiences during their Christmas break.
After the mandatory welcome-back salutation, I asked my students to stand up (initial sceptical look assured, so please, don’t be discouraged and insist with your sweetest voice)and occupy the space in the middle of the class or any other free space available in your classroom. Ask them to choose a partner.
Spin the wheel and ask them to talk about the randomly chosen question with their partner. Allow them 2 or 3 minutes to discuss the question. Use aclassroom timer to add more fun and excitement.
Ask them to change partners and spin the wheel again.
Note: this is a warm-up activity, so I’ll keep it going for just about 15 minutes.
Now, that they are right where I want them, let’s begin this new term.
When I teach something new, I’m always worried about one simple thing. Will my students internalise any time soon the new “whatever it is”? How can I help them? How long does it take for them to feel confident using the new structure/expression/word? How many times do they have to be exposed to the new term? How many different examples/contexts do you have to give them? How long does it take before a word becomes familiar and therefore usable?
If you have following me for a while, then you know how much I love stepping aside from the course book and surprising students with activities that might add a spark to my classes.
Things like flip cards or wheels of fortune are constant guests in my classes. But for this activity, I have decided to invite an old friend I haven’t used for some time. Don’t ask me why. I still love him very much. Word clouds have a lot of potential when teaching languages and they are very easy to use. For this activity, I have used wordart.com.
Aim: to practise the order of adjectives before a noun (attributive position) in a writing competition.
Time: 5 minutes
Level: B2 students
Time: 10 minutes
Preparation: Go to wordart.com or any other word cloud generators and just type the words you want to see in the cloud. In my case, I typed five or six nouns and five adjectives relating to opinion, size, age, temperature, shape, colour, material and origin.
How to go about it:
1. Revise. You might want to revise the order of adjectives before the noun before doing the activity.
Although not all grammarians agree on the order of the adjectives and the rules for adjective order are quite complicated, it is necessary to give them some kind of order they can stick to. I always use this sentence to help them remember.
Don’t overuse adjectives. While having two adjectives before a noun sounds natural, more than three would have the opposite effect.
Purpose adjectives go just before the noun: riding boots (boots for riding), sleeping bags (bags for sleeping).
Numbers go before adjectives: three huge houses.
Ask students to form pairs and either display the word cloud on the board or photocopy it.
Underline the nouns in the word cloud
Tell students they have two minutes to come up with the longest description for the any of the nouns in the word cloud.
The winners are the students who have managed to write the most adjectives before the noun.
The adjectives before the noun must be placed in the correct order. Have the class check it while the students read their sentence.
It has to have sense, ie “a narrow boy” would be incorrect.
This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to health and illnesses through a variety of engaging activities which will help them improve listening and speaking.
This lesson plan works well on its own, but I have used it to complement Unit 2 of the course book New English File Upper-intermediate.
The Hot Seat. Revising and consolidating vocabulary.
A fun way to revise and consolidate vocabulary is playing the hot seat with the wheel of fortune.
Divide the class into two teams and ask them to choose a person to play for them and take the “hot seats”. These two students will be facing their teams and with their backs to the whiteboard
Decide which team starts the game by tossing a coin. Let’s say Team A starts the game. Tell them each team will have one minute to describe and guess as many words as possible.
Spin the wheel. Team A will have to define the word for its player. Once the player has guessed the word, the teacher will spin the wheel again for the same team. For every word they guess, they will get 1 point. If the player for Team A doesn’t know the word, then Team B gets the chance to define the word for its player. If he guesses, the team gets 2 points for this word.
Repeat procedure for Team B.
Role-Play: at the doctor's
At this stage, students will have already learned the vocabulary for minor and more serious illnesses and conditions so now, it’s time to practise it.
Step 1. Working on pronunciation
On the board, write some of the words students have found most difficult to pronounce and revise their pronunciation. In my case, they might include:
Stomach ache cough temperature consciousness sprained antibiotics antihistamine wound blood pressure medicine paracetamol
Step 2. Visiting the doctor
Ask students about the last time they were ill. What symptoms did they have? Did they go to the doctor? What was the treatment? Did you follow his advice? Could you go to work/school?
Tell students that they are going to role-play a conversation at the doctor’s where half the class will be patients and the other half will be doctors.
Students playing the role of patients will get a card with their ailment and they will need to talk to the doctor, describe their ailment and get some advice or treatment.
Students playing the role of doctors will have to ask questions and then prescribe some medicine, if necessary, and give some advice (rest, diet…etc).
Build the basic guidelines of the conversation on the board with the students’ help
Doctor: “Good morning/afternoon. What seems to be the problem?”
Patient: “I haven’t been feeling well for a few days/ I don’t feel well”. Explain your symptoms
Doctor: Asks more questions like ” Are you taking anything for… ?“Do you have a headache”? When did it start?” Have you taken your temperature?” …etc
Ask half the class (the doctors) to remain seated at their desks and ask the other half (the patients) to stand up and move to a corner of the room. Give each of the patients a card with their illness and ask them to choose a doctor and role-play the conversation.
When a student playing the role of patient finishes, he should go back to the corner and wait there for another student (patient) to swap the cards. Students will role-play as patients twice.Once this step is over, change roles: patients will now be doctors and doctors will role-play as patients. Give them new cards or reuse the previous ones.
Listening comprehension: Complementary and alternative medicine
Write “alternative medicine” on the board and ask students if they know what it is and if they have ever tried it.
Tell students they are going to watch a video where Dr Mc Cann discusses traditional medicine and alternative medicine. Ask them to listen once and then, in pairs, share any ideas they got from the video.
Ask students to listen a second time (even a third, if necessary) and answer the following:
True or False? Justify your answers
Integrative medicine is a combination of traditional medicine and complementary and alternative medicine.
At medical school, professors show you some alternative and complementary medical practice.
Dr McCAnn thinks a doctor needs to treat patients with either conventional or alternative medicine
According to alternative medicine, the human being can heal himself
Patients of integrative medicine are willing to take an active role in their healing process.
Some patients of integrative medicine are not ill at all.
Dr McCAnn believes integrative medicine is here to stay.
Answers: At the end of this post
Going the extra mile: Introducing more advanced vocabulary
To feel under the weather = to feel slightly ill
To be as fit as a fiddle= to be healthy
To phone in sick= to call work and say you’re ill
To suffer from a disease
To be a hypochondriac or a cyberchondriac /ˌhaɪ.pəˈkɒn.dri.ək/
To give someone a diagnosis /ˌdaɪ.əɡˈnəʊ.sɪs/ Ex: The doctor cannot give a diagnosis without doing some tests
To treat an illness such as asthma, depression, high blood pressure
To relieve a headache, dental pain, arthritis /ɑːˈθraɪ.tɪs/
To practise self-medication with non-prescription medicines /ˈmed.ɪ.sən//ˈmed.sən/
To have an operation, to undergo an operation
To donate organs, to be a donor
To go down with a cold / the flu
To need surgery /ˈsɜː.dʒəi/
A life-threatening illness
A tumour /ˈtʃuː.mər/ (UK) /ˈtuː.mɚ/ (US). Ex: Brain tumours develop in fewer than one in 50,000 people
The side effects of drugs
Integrative medicine: a combination of traditional and alternative medicine
Alternative medicine /ɒlˈtɜː.nə.tɪv/
Homeopathy /ˌhəʊ.miˈɒp.ə.θi/: a way of treating illnesses using very small amounts of natural substances,
Osteopathy /ˌɒs.tiˈɒp.ə.θi/: the treatment of injuries to bones and muscles using pressure and movement
Reflexology: a treatment in which your feet are rubbed and pressed in a special way in order to improve blood flow and help you relax,
Acupuncture /ˈæk.jə.pʌŋk.tʃər/: to insert very fine needles into the body at points along the meridians
Controversial Statements about health.Discussion Posters
Using vocabulary is key in this lesson. In fact, all the lesson is aimed at motivating students to use vocabulary they are already familiar with and to give them a chance to use newly-learnt terms.
So, this lesson could not finish without devising another strategy to help them use the target vocabulary; this time with the help of visual images in the form of posters and with controversial statements that will, hopefully, spark discussion.
Procedure: Gallery Walk
On the wall of the class, display the posters. Ask students in threes to choose a poster and discuss the statement written on it. Encourage the use of target vocabulary.
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:
..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.
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.
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?