This can be used for A1-B2 levels. It’s best used for freer practice after formal introduction and controlled practice of comparatives. For higher levels, include other comparative forms such as: much, not as… as, less, about the same as etc.
- Create a set of card with famous people, professions, animals etc. Give one set to each pair of learners. The deck is split in two and one half given to each player.
- Explain that the learners will flip over one card each, simultaneously. These two cards then “battle”.
- The learners take turns making a sentence about the cards. For example, if Learner A turns over Batman and Learner B turns over Angela Merkel, Learner A might say: Batman is much stronger than Angela Merkel. Learner be: Angela Merkel has more political power and can call an army. The learners continue until they decide which card wins.
1-1: Play the game as above with the trainer and the learner.
This exercise is good for A1-B1 levels. It is best in one of the first lessons.
- After introducing phrases to introduce oneself (if necessary) and reviewing question forms, tell the learners they are going to introduce themselves to each other. Give them 1-2 minutes to do this.
- Then, tell them that they are going to introduce themselves to a new person in the class. However, this time they will use the identity of person they just spoke to.
- Repeat a third time, having them swap their identity again.
- Finally, have the learners return to their seats and introduce the “real” people to each other by eliciting information from the group. Ask: Who is this (pointing to the first person)? Establish the correct name and then: What can you tell me about X? And allow the person to correct any misinformation.
1-1: This can not be used for 1-1 training.
This is a no-preparation surprising and surprisingly interesting warm-up exercise for levels A2-C2.
- Ask the learners for a letter of the alphabet. Write that letter on the board (for example S).
- Now, ask for words that start with that letter and write about 15 on the board (for example sun, simple, socks, sorry, sick, soap, soup…)
- Put the learners in pairs. Tell them they have 4 minutes to have small talk on one (or more) of the topics on the board (of their choosing). Start your timer and have them start.
- Afterwards, get some feedback by asking: What did you talk about? Was it easy or difficult to discuss the topic? I also add why we do the exercise: You can’t always predict the direction small talk will take and practicing how to react in unexpected situations can be helpful.
1-1 variation: This works well in 1-1 as above with the trainer as one of the partner.
This is just a quick twist you can add to any telephone practice. After the learners have been introduced to the particular telephone skill and practiced it in pairs, I give them more “realistic” practice.
- Hand out slips of paper to the learners. Have them write their cell phone number on the slip with NO NAME.
- Collect the slips and mix them.
- Explain you are going to leave the room and call a few of the numbers you now have. The learner whose phone rings should answer the call on loud speaker.
- While the learner is speaking, the others should take notes (What is the call about, was it successful etc).
- Then I go outside and make the calls. Usually I start with: Hello this is XX from YY. You called and left a message I should call you back? What can I do for you?” at which point the learner should respond in a similar way to the practice they had in the earlier stages of the lesson. I make notes on good language and areas of improvement. I usually call about 25% of the class, depending on how many are in the group.
- Return to the class. Have a feedback session. Important: to build confidence, don’t over correct at this stage since it is a fluency exercise. Focus on how they handled the call and if it was ultimately successful.
For lower levels: Have them answer the call in pairs.
1-1: This can work well for 1-1. However, if possible, I sometimes get a colleague or friend to make the call so it is a bit more realistic.
This activity is best for B1-C2 levels after vocabulary for food and cooking has been introduced. I even use it with business clients when we discuss entertaining and explaining local dishes to guests.
- Create cards with various ingredients and also cooking utensils.
- Put the learners in pairs and give them some cards (say 6 ingredients and 4 utensils). Explain they are going to have a cooking competition using these ingredients and utensils.
- The learners look at the cards and discuss what kind of “new” recipe they want to create. After a few minutes of discussion, ask them to write the recipe out.
- Then swap partners and they describe their dish/recipe/cooking procedure and utensils to their new partner. This step can be repeated until everyone has heard everyone’s recipe.
Alternative: have the learners present their recipes to the class as a whole. Vote on the recipe that sounds the tastiest, craziest, yuckiest etc.
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 is a relatively easy exercise to understand but can be used at all levels.
- Print several flags to countries you think the learners don’t know and distribute them to the learners. They should not show their flag to their classmates.
- As homework tell them to find out which country the flag belongs to. Then have them read about the country. For low levels suggest “simple wikipedia” instead of the normal one. Also encourage them to watch youtube videos about the country or browse newspaper articles (google search the NEWS tab and the country). They can make some notes about the country.
- In the next lesson, ask each learner to show their flag. The other learners should ask any questions (other than What country is it?) to get more information. For lower levels you can elicit/board some question prompts such as “Is it in Asia/Europe/Africa/South America?/Do the people speak English?/Is it cold/hot/wet/dry? etc.
- Once they have guessed the flag, the person who researched can give any additional information they learned about the country.
- Optional follow up: Have the learners write a text about the country, this could be a) a summary b) a comparison to their own country or c) another topic related to the country
1-1: This activity can be adapted in that you should give the learner several flags (3-4) and follow instructions as above. The trainer should also participate with 3-4 flags.