Tag Archives: games

An Engaging Activity to Work with Modals in the Past

Games, Grammar and Exercises, , , , ,

Dear readers,

Let me start thanking you for all your comments, likes and shares on my posts. That’s really encouraging!

In today’s post I want to share with you an activity I did with my B2 students that worked really well. It’s the kind of activity that I like because it includes movement and it encourages interaction between students. The focus is on grammar but, at the same time this activity gets them out of their seats and moving. They  will need to interact with other classmates and use English to discuss English grammar while having fun at the same time. So, what else could one wish for?

Aim: The focus of this lesson is on students integrating grammar, speaking and writing using modals of certainty and possibility in the past.

Level: B2 (upper intermediate)

Time: 20-30 minutes

Materials: post-it notes and pictures to display (see mine here)

Although this is an activity to reinforce learning and the grammar should have been explained beforehand, it might be a good idea to revise orally or on the board the targeted grammar.

Warming-up

Remind students of the use of the structure modal+have+past participle to make suppositions about actions that did or did not take place in the past.

Explain that for this activity they will be working with the modal “must” to speculate about the past and with the modals could/may/ might in the past to discuss different possibilities. Drill pronunciation of must/might…+have+past participle

  • Must have been | ‘ mʌstəv ‘biːn |
  • might have gone | ‘maɪtəv ‘ɡɒn |

The Task

On the walls of the class display the pictures you want to use. See the ones I used here. Ask students to try to guess the answers to the questions in the pictures and then, write them down on the post-it notes provided using the modal must in the past to speculate about what must have happened. Tell them that on the back of each picture you have written the answer to the question. They’ll win one point if their answer is the same as the one written on the back of the picture.

Procedure

  • On the walls of the class display the pictures you want to use.
  • Ask students to work in threes.
  • Give each group a different number and some post-it notes. You will need to give them as many post-it notes as pictures on the walls. They will need a post-it note for each picture.
  • Now, ask students to stand up and have a look at the different pictures.
  • In their groups they will have to discuss the different possibilities using the structure may/might/could +have+ past participle.
  • Then when they reach an agreement, they will need to write their suggestion on the post-it note using the modal “must” in the past. Ask students to write their assigned number on the post-it note. Ex. He must have saved someone or he must have discovered a bomb
  • Ask students to sit down. Take the first picture and turn it around. Read the sentence explaining the picture. Read the post-it notes to see which group guessed correctly. Award them one point. Needless to say, the winner is the group that gets more points.

Thanks for reading!

Giving Students a Well-Deserved Break- 13 Addictive Word Games

Games, Vocabulary, , , ,

Ever thought learning vocabulary or grammar was dull? I’m pretty sure this thought never ever crossed your mind, but just in case you know someone who  might need  a break from the traditional  grammar and vocabulary  exercises, let me share with you a nice alternative.

Whether you have two minutes or two hours, spend your break testing your knowledge with these amazing vocabulary and grammar games, some of them from well-known dictionaries. Have fun and learn some new words along the way. You don’t have to register for any of them, although some of these sites offer this possibility for those students who want to track their progress.

My favourite? Yes, I do have a favourite. I am hooked on Fluent (nº 12) from a website called Road to Grammar. Addictive!!! Trust me!

Blog de Cristina is also on Facebook. Don’t miss any posts and follow us!

VOCABULARY GAMES

1. Learner’s Vocabulary Quiz (intermediate and higher)

A 10-question quiz you can try  as often as you would  like as they have  many different versions.

2. Vocabulary Quiz ( advanced and higher)

Take this quiz from Encyclopedia Britannica to test your knowledge of English words and their definitions. You have 10 seconds to answer each question.The faster you answer, the higher your score.

 

3. Topic Vocabulary Quiz (upper Intermediate and higher)

Select a topic -from the Animal Kingdom to Religion and Philosophy-, select a level ( 1 or 2), a timer (30 or 60 seconds) and the number of questions (10 or 25).

4. Knoword  (Proficient)

A challenging vocabulary game for the most advanced students. When you start a new game you’ll be given a definition, the first letter of the word it’s referring to and 1 minute to solve the problem. Guess the correct word and you’ll move on to the next puzzle. If you don’t know the answer, simply press the “X”-shaped skip button.

5. Challenge (upper Intermediate and higher)

This vocabulary game presents successively harder words. Read the sentence or phrase at the top and choose the most appropriate answer. You have 20 seconds per word. Play as many times as you want to obtain a more accurate score which will be calculated by the number of correct words and the speed at which you complete the challenge.

6. Wordbuster   (upper Intermediate and higher)

Type a word that begins with the given 3 letters, and press enter. Press space to delete the letters. Find as many words as you can, that begin with the three-letter seed. The longer the word, the higher the score.

7. Wordshake (intermediate and higher)

How many words can you make from the random assortment of 16 letters in a time limit of 3 minutes? Spell the words correctly and remember, the longer the words, the more points you will score.

VISUAL VOCABULARY GAMES

8. Name that thing  (intermediate and higher)

A visual vocabulary quiz you will get addicted to. You are given an image, four options and 15 seconds.

9. Name that Thing  (Proficient)

With the same name as the previous one but sponsored by Encyclopedia Britannica, this visual game will test the most proficient students. You have 10 seconds to answer each question. The faster you answer, the higher your score. When you’re done, try again to beat your best score!

SPELLING WITH AUDIO

10 .Spell It (intermediate)

A 10-word spelling quiz you can do as often as you’d like as it has different versions. Hear the word, and then spell it.  You’ll have 15 seconds to answer each question. The faster you answer, the higher your score.The harder the question, the higher your score.

11. Spelling Challenge  (Upper-Intermediate and higher)

Select difficulty level : Tricky/Difficult/Fiendish and whether you want  British English or American English spelling. Click to hear the word and have fun.

A BIT OF EVERYTHING

12. Road To Grammar.  (upper intermediate and higher)
My favourite. I am addicted to this game. It tests many areas of your knowledge of English grammar and vocabulary and it allows two students to play . Be careful if you choose this game. It’s kind of addictive!

APOSTROPHES

13. The Apostrophe Challenge  (intermediate)

Do you have problems with apostrophes in English? Then, this quiz is for you. Choose the level of difficulty and improve quickly.

Nine Ways to Revise Vocabulary Using Slips of Paper

Create your own stuff, Funny Stuff, Games, Lesson Plan: Advanced, Lesson Plan: Elementary, Lesson Plan: Intermediate, Lesson Plan: Pre-Intermediate, Speaking, Writing, , ,

In today’s post I would like to share with you the link for an article I wrote for the  British Council’s magazine, Voices. As a result of winning this month’s  TeachingEnglish blog award with my article on pronunciation  Most Common Pronunciation Mistakes Heard in Oral Exams,  I was kindly invited to write a new article for their magazine.

Here’s the article Nine ways to revise vocabulary using slips of paper , which I hope teachers will find useful.

Blog de Cristina is also on Facebook. Click to follow!

 

 

 

 

Revising Simple Past,Used to and Would with some Engaging Activities

Grammar, Lesson Plan: Advanced, Pictures, Speaking, Writing, , , , , , , ,

This lesson has been designed as a next-day revision activity for B2 (Intermediate +) students.

Aim: to consolidate the use of Past Simple, Used to and Would for past habits and routines.

Level: B2 (Intermediate+)

In this lesson you will find.

  • Grammar and exercises
  • Speaking: Picture discussion in pairs
  • Speaking: an advert from a popular drink comparing past and present
  • Writing: a fun writing game
  • Speaking: bits of your childhood

STEP 1. Grammar.

The use of these three verb forms to express past habits and routines can be a bit confusing for students, so in this class I am aiming at some revision to clarify concepts. Assuming students have already studied formation rules, the focus is now on use.

PDF with exercises here.

STEP 2.Picture description. Speaking.

Display the picture of a family in the past and ask students, in pairs, to discuss the differences they can see and the differences they can guess exist between the family shown in the picture and their own family.  Encourage students to use the targeted grammar.

Get feedback

STEP3. The video. Speaking.

  • Tell students they are going to watch a video. Explain there will be no comprehension questions as there is no dialogue.
  • Ask students to give you a brief description of what they have seen.
  • Explain that the advert is called “Grandpa” and it tries to show that the lifestyle enjoyed by our grandparents — moving more, eating well, taking it easy — can be beneficial.
  • Students will see the video twice more and  their task is to write down any differences they can see between the man today and his grandfather.
  • Once students have completed this task, ask them to work in pairs commenting on the differences they have seen in the video encouraging them,once again,to use the targeted grammar point: the use of simple past, would and used to to talk about past habits and routines.
  • Encourage discussion of the following points
  1. healthy eating
  2. stress
  3. working conditions
  4. means of transport
  5. relationships
  6. habits

 

STEP 4. Writing game: I have retired

Target language: Used To, Would and Simple Past Tense to describe past habits, states and routines

Preparation: none

Procedure:

Set the context: tell students they have to imagine they are 70 and retired. They are happier in retirement than when they were working but there are some things that they still miss.

Students, in pairs or in threes, choose the job they used to have.

Students will need to produce four sentences using the targeted language, giving clues for the other groups to guess their job.

  • sentences can be positive or negative
  • the first sentence will contain the clue most difficult to guess
  • the last sentence will contain the easiest clue
  • The first sentence will be awarded 4 points and the last one 1 point

Each group will name a spokesperson who will read out the clues. It’s important, at this stage, to ask students to speak up and clearly. Some rules:

  • The spokesperson will read the first sentence and the other groups will raise a hand if they think they know the answer.
  • Only one guess is allowed for each clue
  • If the answer is correct, they will be awarded the four points, if it is not, the second clue will be read for three points.

Example

  • 4 points. I would work with a lot of people
  • 3 points. I worked after “work”, mainly at home.
  • 2 points. I used my voice a lot
  • 1 point. I used to work with children

How many clues did you need to hear??  Yes, the answer is TEACHER

STEP 5. Bits of your childhood. Speaking in small groups.

Ask students to think about their life at the age of 10.

Give students a list of things they might want to talk about.

Ask students to think about what they will say and the language they will need. Allow some minutes for preparation.

  • Where did you use to live?
  • Did your life use to be very different to how it is now?
  • Where did you use to go to school? Do you remember any of your teachers? Did you have any favourite teachers?
  • Did you use to get good marks? Did you have a favourite subject?
  • What did you use to do after school?
  • Where did you use to play? Do you remember who your friends were? Did you have a best friend?
  • Can you remember your favourite game?
  • At lunchtime, did you use to like the food? Did you use to eat with your parents?
  • What was your greatest wish? Can you remember?

Did you enjoy the lesson? Don’t miss any posts and follow me on facebook

6 Excellent First-Day Icebreakers

Create your own stuff, freeware, Games, , ,

Dear readers

Here I am again!! I Didn’t  this summer fly by ? It totally  flew by!!!

Oh my god! The beginning of another school year is fast approaching and I am feeling  the butterflies starting to gather in my stomach, even after 25 years teaching English. Yes, even after all this time, I still feel like a newbie about to teach her first class. I have yet to decide whether this is a good or a bad thing.  In these 25 years there are not many things I have not tried but I always like to start telling my students something about myself. I used to include information about my age, but I no longer do ( for obvious reasons)  and in fact, I always say I am 25, with a wink, if a student dares overlook the fact that I have intentionally omitted that bit of information. Anyway. I feel like in my twenties 🙂 when facing a new group of students.

Why use icebreakers?

Teaching aduIts has a lot of advantages and some minor disadvantages. In my experience, one of these disadvantages is that they tend to be naturally shy when asked to speak a foreign language  so it’s essential to break the ice from the very first moment students enter my class. The sooner I get to know them and they get to know each other,  the faster they will start learning. One way to accomplish this is by using icebreakers.

Below are some of the icebreakers/first-day activities I normally use to introduce myself .Some of them might sound familiar to you although I have slightly modified the name to better describe my own contribution but I should add that  I take no credit for inventing these games. I hope you find something you can use. I would suggest you demonstrate how to play the games  by  first offering personal information about yourself. It doesn’t have to be too personal, just a bit, enough to satisfy students’ curiosity.

This is an interactive image using ThingLink

1. HANGMAN WITH A TWIST (no preparation required)
I have yet to meet a student who doesn’t like playing  hangman. This time we will play  a variation of the traditional  hangman game as all the words will  contain some information about myself ( blue, twenty.-four, music, keeping fit…etc). Remember that you cannot use proper nouns such as names, places, and brands.

PROCEDURE.

  • Think about some information you want to share with your students and play the hangman  game.
  • Choose beforehand the information you want to use and play hangman for every piece  of information you want to share. Once they have guessed the correct word, explain  why this word is important to you.

Students in pairs play hangman with using their own personal information.

How to play Hangman here

2.CONCENTRIC CIRCLES ( requires little preparation)

  • PROCEDURE
    Students arrange  themselves so that they are facing each other in two circles. The inner circle faces out, the outer circle faces in, so that each participant has a partner that they’re facing (Note: If the group has an uneven number of people, the teacher should participate in the circles)
  • Tell the students that they will be having a series of short conversations with  different partners. They  will need to  introduce themselves and  share the time given  so that everybody has a chance to speak.
  • Give students a  getting-to-know-you question and  ask pairs  to discuss their answers to the question (Note: after  three minutes, call time)
  • Rotate for the next question, forming a new partnership.

This engaging one-to-one game gives students the chance to get to know their classmates very quickly

Some ideas

1. Why do you want to learn English?

2. What’s your favourite TV programme?

3. What you like doing in your free time?

4.Do you prefer to live in the city or in the countryside?

5. Where do you hope to be 10 years from now?

3.PERSONAL INFORMATION  BINGO (requires preparation)

Everybody knows how to play Bingo. This time we are going to play bingo with personal information.

PROCEDURE

  • Decide on 20 or 25 general traits that you think might apply to your students and use  a free online bingo generator here or  here to create your own bingo cards. Some ideas: who has a pet, who speaks two languages, who hates maths, who went abroad last year, who has a friend called Mary, who likes tea, who is  his/her twenties, who hates going shopping,who has slept on a beach, who doesn’t like meat…etc)
  • Now cut all the squares in the bingo card and put them in a bag.
  • Draw one card at a time asking ” who….?”.
  • The winner is the person who first fills  4 boxes (if you have  20 traits) or 5 boxes (25 traits) either across or down and yells BINGO.

Ask students now in pairs  to talk about some of the squares they have crossed  off.

4.PERSONAL STAR (no preparation required)

The one I like best is Personal Star, for many reasons but mainly because it requires no preparation  and students always  enjoy a bit of gossip  about their new teacher.

PROCEDURE

  • Draw a  six-pointed star  and on each point write  6  answers to questions about yourself. (My answers are black, London, December 9, tennis, Terry and meat.)
  • Tell students that the star contains information about you.
  • Ask them to try to guess the information behind the words by asking questions.If they don’t get the idea give an example. Tell them “My favourite colour is black. What question do you need to ask to find out this information?” Elicit from them, “What’s your favourite colour?” and cross out the word ‘black’ from the star.
  • Then, put the students in pairs. Ask them to draw their own personal star and write 6 pieces of information about themselves on each point. In pairs they can ask each other questions to find out about their partner. When they have all finished, ask them as a group to tell the others what they have found out about their partner

5.WHO AM I? (no preparation required)

I love this game to introduce myself to my students. It is played in teams and there is a winner. If you have been reading me for some time you know I am very competitive; that must be the reason why I am definitely going to use this one this year. The game was written by Paul Adams  and here is the link.

  • Write on  the board information about yourself and next to each piece of information write a number.
  • Divide the class into  two or three teams, depending on the number of students per class.
  • Tell students that teams  have to choose a number and ask the question they think matches the answer on the board.
  • Teams  take it in turns to choose a number and ask the question they think matches the answer.
  • They  get 1 point for asking the correct question and 1 point for using the correct grammar.

6.A QUESTION, PLEASE(no preparation required)

Again, this little game requires no preparation and students love it because it gives them the perfect opportunity to meet their new classmates

PROCEDURE

  • Ask students to write two questions they would like to ask you.
  • Answer some of their questions elaborating on your answers.
  • Tell students questions cannot be repeated  so they need to be ready to write a new question if necessary.
  • Once this step has been completed and their curiosity satisfied,  ask students to stand up and mingle, introducing themselves to the rest of the class  by saying their names and then asking their questions and answering their partner’s .
Click to follow Blog de Cristina on Facebook