I was thinking of a way to get my students (9-10 years old) to formulate their own sentences and at same time have fun. An then I came up with the idea of the caterpillar sentences and they absolutely loved it. 😀😘😎
How to use this idea: Get students tocut down and then stick the caterpillar in their notebooks. Then, get them towrite a word and a sentence using the words from the caterpillar (as seen in the example).
So this is it! Back to school.. 🙂 I am pretty excited about it, let's be honest, educators have such a big break 😀 and I do miss teaching. So these are my top ideas/activities on getting back to school, mainly related to new groups, adults and teens.
1. Find someone who (A2 and above/Adults): love this, just because I get them to stand up, mingle, move around and get to know each other.
Hand out the sheets (attached below) and demonstrate the first example by asking the question to a student. Ask students to fill up the information at the same time.
Teacher – Have you got a pet?
Teacher -Is it a cat or a dog?
Student – Dog
Teacher – What's his/her name?
Student – Klio.
Ask students to think for a minute on how to formulate the questions and then elicit.
Then, get them to stand up, mingle around the classroom to write as many names as possible. Also remind them to ask more question to fill up the 'more information' section.
Elicit feedback with students telling you about their findings. Example: Yiannis speaks more than three languages. Persian, Greek, English and Spanish and his favorite language is Persian.
Adapt this game by making your own questions depending on the level and age group.
A different way of practicing asking personal and getting to know your students is 'The Best Friend's Challenge'. This game however, can only be successful if your students already know each other really well. Here how it goes:
How to play: write the following questions in different cards and cut them down. Place them in a box. Student A draws a questions and tries to guess how Student B would have answered the question. Student A and B write the answer down and show their answers with the count of 3. If the answers match they get a point.
1. What’s my favourite colour?
2. What are the place I would like to visit?
3. What’s my favourite food?
4. What’s the food I hate the most?
5. How many minutes do I take to get dressed?
6. What are the things I carry with me all the time?
7. What my favourite subject at school?
8. What my worst subject at school?
9. What annoys me the most?
10. What’s my favourite sport?
11. What’s the craziest thing I have done?
12. What do I usually have for breakfast?
13. What my favourite song at the moment?
14. Where am I going on holiday this Christmas/Easter?
15. What’s my favourite TV show?
16. What do I do in my free time?
17. What’s my favourite kind of sweet?
18. Which is my favourite type of film? Horror, Comedy, Action etc..
19. If I could meet anyone, who would it be?
20. What would I do if I won the lottery?
21. What's my favourite kind of sandwich?
22. What's my favourite hobby?
23. How do I spend my free time?
After finishing the game we worked on fluency. So I asked my students to answer the questions, expand their answers and I recorded them. In that way, I had the chance to listen to the audio again and correct some basic mistakes. To avoid making them feel embarrassed I gave them the corrections in handouts and we practised again. This activity is great for students preparing for exams.
You can also get your students to come up with more questions and play the game again 🙂
4. Jinx Challenge. (For all levels and ages.) This can be played after getting to know your students to add a bit of fun. I've attached the YouTube video here that I get the inspiration from. Enjoy it!
I get them to use the phrasal verbs in shapes and graphics. Like this they have all gather in a handout with a definition and an example. They find that useful and memorable. It also works really well with visual learners.
This is an example a student of mine did last week.
I ask them to use the phrasal verbs in comics. You will be amazed how much they enjoy that and how fast they learn to make comics online by themselves. For the first time I suggest doing one comic together so they can see how to go about it.
You can make your own comics online in these websites:
Teenagers are incredibly competitive. Games and competitions work really well with phrasal verbs and students love it!
One game that we usually play to revise vocabulary is the ‘Choose a symbol’. Each symbol means something else. Students however, don’t know what each symbol means and I think it what makes it fun and engaging.
Step 1: Divide students into two teams and give each team a copy. Step 2: Ask the first team to choose a symbol. Then you could ask them to give you an ‘example sentence’ or a ‘definition’ of the phrasal verb. (Alternatively you could prepare some sentences and ask them to guess the missing word in the gap) Step 3: Once they have answer tell them the prize of the symbol. Step 4: Repeat steps 2-3.
Quite recently I've realised that the only way to get my students enjoy learning English outside the classroom is through gaming. Games like Minecraft, Clash Royale can get your students to learnand improve their vocabulary outside classroom. There are so many advantages to Gaming. When I first thought of this post I wanted to list so many benefits but I'm going to stick to the most important ones:
Benefits of Virtual Gaming
Vocabulary learning can be significantly improved.
Writing skills can also increased significantly.
Gaming can help in motivating students to engaged in activities relating to the learning of a second language
MOST IMPORTANTLY: LEARNERS LOVE IT!
In this posts I have also included an activity on Clash Royale. STEP 1: I think that you should first download the game yourself, just to get a general idea what is it likeand you never know, you just might like it 🙂 . If not you could also check this Youtuber playing instead.
STEP 2: Get your students to change the game's language to English. Step 3: Let them know that soon you'll have an activity on Clash Royale and they should learn the names of their cards (in English of course!)
Activity 1: Before:Divide students into pairs. Ask them, to come up with as many cards as possible. Go through the cards and help them with pronunciation. Activity 1: Give Ss two minutes to complete Activity 1 individually and then check in pairs.
Activity 2: Before: Check the meaning of the underlined words.
Activity 2:Allow 3-4 for students to complete the sentences and then ask them to check in pairs.
Activity 3: Before: Tell students that now they should think of their strategy and write few sentences about it. Then, they're going to present their strategy in the class. *if you are allowed to use mobiles you can get them to demonstrate their strategy. Activity 3: Allow 6-7 minutes and help students with vocabulary. Encourage them to use words and expression from Activity 2. After: Students take turns to present their strategy and vote for the best one at the end of the presentations.
Summer camp: This year, I am teaching in Spain and I find that children here avoid to use English in class, this activity aims to encourage learners use English, and keep using English till the end of the camp. We are going to create a new 'English identity' for the English classes. Once students enter the classroom , and the 'English Zone', they have a new name, and English is the 'only language spoken'. Let's see how that goes 😀
Language focus: present simple, have got; personal information questions Key vocabulary: favorite possessions; personal information Skills focus: speaking; asking for and giving personal information Level: elementary Time: 30 minutes Preparation: one photocopy for each pair, cut into 4 separate cards; each student will need 2 cards
Warm-up 1. Write the phrase favorite possession on the board and explain it using a personal example such as 'My favorite possession is my laptop'. Then ask few students what their favorite possession is.
2. Invite a student to the front and interview him/her using the prompts from the identity card on the worksheet, starting with 'What's you name?' Then ask students to ask you similar information questions. (Avoid inviting a shy student to the front)
3. Now present this to the class, and explain that this the a new me.
Ask them now to question you, and answering if you were that person. Help them with the question formation (if they are really weak you can write them on the whiteboard). Tell students that from now on your name is 'Miss Taylor'.
1. Hand out the identity card to each student. Tell them that they have to write on card to create a new identity for themselves. Explain that this person will be the new me for this camp. They cannot put any information on the card that is true about themselves now. Their new identity could be someone famous, someone else from a English speaking country, or an imaginary person. If they wish, they can draw a picture of themselves in the 'photo' area. Make students work individually.
2. Elicit the questions necessary for students to gain personal information from their classmate, using the prompts cards. Questions that can be used here: What's your name? how old are you? What do you do? Where are you from? Where do you live? What do you like? Have you got any brothers or sisters? Have you got any pets? What's your favourite possession?
3. Ask students to interview each other in pairs. Stress that they cannot write down their partner's answers on their card, but should try to remember as much as information as possible .
4. Now give students a new blank card and ask them to change pairs. Explain that they have to interview their new partner about his/her original partner and write the answers on the new card. They will need to use questions like What's his name?,How old is she? If necessary revise the third person form of the question.
5. Tell students to exchange cardsso that they each have a completed card with information about their original partner on it. Then they return to their original partner. They each compare the card written about them with the original card that they wrote themselves. Ask them how much information was communicated correctly.
Finally, tell students that once they enter this classroom , they are in 'English Zone' and their name will be the ones on the card. Explain them that 'the new me' speaks only English.
Inspired by Cambridge 'Pairwork and Groupwork, multi-level photocopiable activities for teenagers'