This is a very simple but effective exercise to practice anything from shapes and patterns to people and homes or even for prepositions.
- After introducing the target vocabulary, have the learners work in pairs. Each will need 2 pieces of paper.
- Tell them to draw the thing they should describe (if you are just practicing shapes, make them draw shapes of different sizes in different places on their paper, they can overlap or be inside each other etc.). They should work in a way so their partner can not see. Alternatively, you can draw and photocopy designs and give them to the pairs.
- Now they have to describe it to their partner who draws what they hear. You may need to give more language like: in the top right corner/bottom left corner etc.
- Then they compare the pictures.
- Repeat with the other partner describing.
1-1: This works well in 1-1 as described above with the trainer as one of the partners.
This activity is good freer practice for A1-A2 levels especially when teaching comparatives and/or superlatives.
- Find/draw and print images of three things that are similar, e.g. 2/3 cartoon rabbits, flowers, people, vehicles etc. Print the three images on one page. NB use 2 for comparative and 3 for superlative.
- Put the learners in pairs. Explain that one partner will have 2/3 images. This partner will not show the images to their partner, but will describe the images. The other partner should draw what they hear. They can also ask questions. NB For lower levels I elicit the formula before the activity:
- 1 syllable adjective + er
- 2 syllable adjective with y = ier
- more + 2 syllable or more adjectives
- For higher levels add the superlatives and even “not as… as” etc.
- Allow the learners to begin. Circle and help with vocabulary and grammar as necessary.
- When finished have the learners compare the originals to the drawings.
- If there is time you can swap roles (though usually one round is OK for this activity)
1-1: Use as above. The trainer is the describer. Otherwise, get the learner to quickly draw 2/3 images and then describe them to the trainer.
I usually use this exercise for A1-B1 levels. It aims to check not only comprehension and grammar but also memory.
- After learners have read a text (as homework or in class). Divide the texts into sections and assign one section to groups/pairs. For example, if the text has 12 paragraphs and you have 9 learners, create 3 groups and assign 4 paragraphs per group.
- Give the learners scrap paper (A4 cut in 4 is fine). Tell them to write one question about their part of the text on each slip of paper. You can decide how many slips to give each group, depending on the length of the text. The questions can be open or closed, but should not be opinion questions. Example of OK questions: When was X invented? Where did… How did… Did X patent the invention right away? etc. The trainer should circle and help with grammar as needed.
- Then have them fold the questions and throw them into the center of the table.
- Once all the questions have been written, tell them that each team is going to take a question and has 20 seconds to answer it. They will get 1 point if the content is correct and 1 point if the grammar is correct. Keep track on the board.
- The winning team is the team with the most points.
This is great for lower levels because it a) gives them the chance to review the text and make sure they really understood in a way that they feel safe, b) it reviews the asking and answering of questions which learners at this level still have trouble with. Even if they get a question they wrote, they have to actually answer it, so it’s OK.
1-1: This exercise can be adapted for 1-1 but then the trainer is one team and the learner is one team, which means the trainer can not check the grammar of the questions before they go in the center (but that’s OK).
This one is a very simple exercise perfect for A1-A2 level learners.
- After you have introduced and practiced the verb “be” and some other basic verbs, tell the learners they are going to describe a famous person. They should use simple sentences like: I am a man. I come from Austria. I have big arms. I live in California. I am a movie star. I am a politician. (answer: Arnold Schwartzenegger)
- As the learners are writing their clues, circle and help when needed.
- Then in small groups (or as a whole class) have the learners read their clues one by one. I usually have them read the most vague clues first. The others should guess who the person is.
There is no “winner” but this is a great confidence boaster and they usually enjoy this exercise.
1-1: Do the exercise as above. You can also have the learner write 2 or 3 descriptions as home practice (and you do the same).
This exercise is possible at the A1 level (after the past simple at least has been learned), but better from A2-C2 levels. The focus of this exercise is forming questions especially in the past (past simple or past continuous). There are many of these games on the market (see amazon) or you can find them online. Lateral thinking stories or Black Stories are a mix of a riddle/puzzle and a story in which the learners are told the ending of the story and must ask questions (yes/no) to figure out how it came to be. One story could go on for anywhere from 5 minutes to 20 minutes, so be prepared. I usually just do one or two stories at a time.
- Choose a story (see here for some: http://www.destination-innovation.com/the-top-ten-lateral-thinking-puzzles/).
- Explain to the learners that they will ask you closed questions. You can have them work in pairs or small groups if you have a large class.
- You could allow a person/team to ask a follow up question if the answer is YES. (your answers will be YES, NO, or NOT RELEVANT)
- The person/team that solves the story wins.
NB: Be prepared to give clues if they aren’t coming up with. For example: Ask about the wife/what he looks like/her age etc. (especially if the exercise is taking longer than planned).
This is good for any level when practicing prepositions and/or giving directions. I do this after I have introduced the topic and done controlled practice.
- Print out maps of various cities that include attractions on them. Distribute the maps to the learners who are in pairs.
- Explain they should choose a starting location and ask their partner: Where shall we meet? How do I get there? (actually the partner should not name the place, just describe the way). The partner then describes the way without touching the map. If the other person does not find the way successfully, they should begin again.
- Continue from that location and then the person who gave directions last time asks: Where shall we go now? And their partner leads them to a new attraction.
- Finally, have them research one of the attractions online for home practice and give a mini presentation about it.
For 1-1: use the activity exactly as described above, the trainer is the learner’s partner.
There are many ways of grouping learners for pair work or small group work activities. Here are some of my favorites.
- Counting off (group work). How many groups do you need, 3? 4? 5? Decide that number first then have the learners count off. Learner 1: “One”, learner 2 “two”, learner 3 “three”, learner 4 “one” (if you need three groups, for example). Then tell everyone who counted “one” to come together. Everyone who counted “two” forms a group and so on.
- Strings (pair work). Everyone loves this. Cut long strings (at least a meter). You should have half as many strings as learners. i.e. if you have 10 learners, you will need 5 strings (for uneven number of learners, you should count yourself). Lay the strings flat on the table, then grab the center of the strings. Hold your hand up so the ends of the strings dangle. Then tell the learners to all grab one end. Then you let go and they should find their partner at the end of their string.
- Sentence halves/thirds (pair work or group work). Create some sentences using recently learned vocabulary (collocations are great) or grammar. Write/print them on strips and cut them in half (or thirds if you need groups of three). Example: Have you ever / ridden a camel? Did you / ride a camel on your last vacation? etc. Distribute the pieces and then tell the learners to find their partner(s).
- Ability (pair work or group work). Ask the stronger learners to work with the stronger learners and the weaker learners with the weaker learners. Separating by ability is effective especially when you are doing a differentiation exercise in which the level is actually different though the task may be similar. Or you can pair stronger learners with weaker learners and ask the stronger learners to CHECK the work of the weaker learners.
- Balloons (pair work or group work). I use this for review games. Create team names that are relevant to the topic you most recently studied. For example, Thanksgiving or Advertising. Then create team names (such as: The Animals, The Dishes, The People or The Brands, The Companies, The Slogans). Then write/type examples of the categories on strips of paper (such as: duck, seal, turkey, deer, pig. and yams, stuffing… or Fanta, MacBook Pro and Coca-Cola Company, Macintosh etc.). Then put one slip of paper into a balloon and inflate the balloon and tie it. The balloons can be scattered in the room, hanging on the walls or the chairs. When you are ready, tell the learners that they will be in teams. The Animals are in this corner, The Dishes in this corner etc. Tell them to find a balloon and pop it! They should then read their slip and try to figure out what team they belong to an collect in that corner of the room. Loud but fun!
- Names in a hat (pair work or group work). Half the class writes their name on a slip of paper and throws it in a hat/bag/bowl/on the table. Then one by one a person who didn’t write their name on a slip, takes a slip, and opens it. That person is their new partner/team member.
- Find an image of a famous couple (or super hero and sidekick). Cut the image in half, fold and throw on the table. The learners then take a slip of paper and find their partner. Alternatively: just write the names (Bill & Hillary, Batman & Robin, Patrick & Sponge Bob etc.).
- Deck of cards. There are many ways you can use a deck of cards to make pairs/groups. Give everyone a card. Tell them to find someone with the same (or opposite) color for pair work. For group work, select the number of cards you’ll need. For example, if you have 16 learners, take 16 cards: 4 of the same from each suit (e.g. 4 jacks, 4 threes, 4 tens and 4 kings). Distribute and tell them to find their set (so all the jacks are together). Or if you have 12 for example and you want 4 groups, just hand out 3 hearts, 3 spades, 3 clubs, 3 diamonds. Tell them to find their suit. There are many more groupings you can create with cards, your imagination is the limit!
- Countries. Print out (or handwrite) the names of countries on as many cards as you have learners. If you have 12 learners and want 4 groups, then you will have three cards with “Peru”, three with “Ethiopia” and three with “Iceland” (or whatever countries you want). Mix them, distribute and they form their groups/pairs by finding their partners. Note: don’t just let them show their card, but have them engage in conversation to find their partners. Are you from Iceland?/Where are you from? Alternative: by continent (give several countries from the same continent), by region/states/city etc. Lots of options here.