Page 1 of Vocabulary Games and. Activities. CEFR Levels B1/B2. Word games grouped by topic to help build student vocabulary. For further help with. Games for Grammar Practice is a teacher's resource book containing a Games for Vocabulary Practice: Interactive Vocabulary Activities for all Levels ( Cambridge Copy Collection) Games for Vocabulary Practice - Download as PDF File .pdf), Text File .txt) or read online. Games for vocabulary practice.

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Games for Grammar Practice is a carefully designed selection of over forty games and students. Always check the boards, cards, or grids for vocabulary items. Engaging, & Fun. Vocabulary. Activities &. Games. For any set of Words. And students of all ages . practice with using context clues. It's used to introduce new. Vocabulary. Practice. Felicity O'Dell and Katie Head. Games for 3 Tell students that each vocabulary item goes with one of the six verbs.

There should be one chair in the orde less than the number of students. The remaining student stands in the centre.

Change places with someone if you ate cornflakes for breakfast today. While all those students who ate cornflakes for breakfast are changing places, the student in the middle tries to find a seat in the circl e.

The student who is left without a seat in the circl e then stands in the middle and reads one of their sentences. Write up the prompt Change places if you Variation If it is not possible or appropriate to play such an active game with your students, a game can be played using the same sheet but with all the students sitting down.

Stress that this game depends on players being totally honest. Students take turns to choose a statement from the sheet and complete it in any way they wish. However, they should begin their statements: Give yourself a point if you After every student has had the chance to make two statements, all players total up their points to see who is the winner.

Students take turns to choose a statement from the sheet and complete it in any way they wish. However, they should begin their statements: Give yourself a point if you After every student has had the chance to make two statements, all players total up their points to see who is the winner.

Follow-up Ask students which were the most common activities and which were the most unusual activities. Homework A Write a diary entry in Engl ish about all the things you did yesterday. B Write a letter to a pen friend describing a typical day in your life. UNIT 3 Daily activities 3. Put the Adverb cards in one envelope and the Phrasal verb cards in another envelope.

Ask students to tell you when they last did each of the phrasal verbs on the sheet, e. Check that students understand all the adverbs. Main activity 1 Divide the students into teams of four to six peopl e. Give each team two envelopes: Tell students not to return the cards to the envelopes after use. This student then acts out the phrasal verb in the manner of the adverb for their team to guess what cards they picked. Students should use mime, not words. The other students may refer to their sheets if necessary.

Variation Th1s activity can be made more challenging by making adverb cards with less frequent adverbs or any adverbs you have been deali ng with recently. You may also increase the challenge by introducing some different phrasal verb expressions for students to act out Follow.. Homework A Divide the adverbs from the sheet into three groups: B Choose eight of the phrasal verb expressions and write a sentence saying how you usually do each of these things.

You may use an adverb from the sheet or a different one if you prefer, e. I usually tidy up a room reluctantly. Put each set in an envelope labelled Team A.

You are here

Team B, etc. For the Follow-up and Homeworks A and B. Do this as rapidly as possible with all the pictures, repeating any that the students are not sure of. Main activity 1 Students return their envelope of cards and you place these on a table in front of you.

If a student is unsure of the word, they can whisper it to you to check. The students who are miming are not al lowed to use any words. When the team has guessed the word correctly, the next student in turn goes to pi ck a card to mime. Variation For a qui cker game, the teams pick cards from just one envelope and the game is fi ni shed when all the cards have been used. Follow-up 1 Divide students into pairs and give each student a copy of the sheet, not cut up.

Monitor as necessary and then check answers with the whole class. Homework A A sk studen ts to wnte d own the it ems f. Things ruse everyday and Thr"ngs I could l1ve Wlthouc B Write 1 2 of the words from the sheet in a phrase with an appropriate verb or adjective, e.

Try to use a different verb or adjective each time. Kitchen e. What can they see around them? As they do this, elicit as much vocabulary relating to furniture and other household items as possible and try to cover all the main rooms of a house.

Main activity 1 Divide students into groups of five. If there are not enough students in your class for groups of this size, the activity can be done in smaller groups where students take responsibility for more than one room.

Make sure that that each student also has a pen and paper. You may also want to demonstrate the game. Explain that if there is any disagreement, the teacher' s decision on what is appropriate is final. Stop the activity after 15 to 20 minutes. Variation The game can be made more challenging by introducing a memory element When students throw the dice and get a room, they have to name all the items that have previously been used for that room and then have to add their own item.

FoUow-up 1 Students work in groups according to the room they were responsible for, e. Groups then calculate which of the original groups got the best 'bathroom' score, best 'kitchen' score, etc. Homework A Find a picture of a room from a magazine. Write a description of that room and comment on why you like or do not like it. B Write words describing your ideal fiat and its contents.

Fully furnished Cf. J 1 kitchen jj 5 bathroom Rules of the game - Fully furnished 2 dining room 3 sitting room 4 bedroom , Take turns to throw the dice and then name something according to the number you throw. As things are named for that room, that player should make a note of them. If there are not enough students in your class for groups of this size, the activity can be done in small er groups where students take responsibi lity for more than one room.

Explain that if there is any di sagreement, the teacher's decision on what is appropriate is final. Variation The game can be made more challenging by introducing a memory element. When students throw the dice and get a room, they have to name all the items that have previously been used for that room and then have to add their own item. Follow-up 1 Students work in groups according to the room they were responsible for, e.

Groups then calculate which of the original groups got the best 'bathroom' score, best ' kitchen' score, etc. B Write 1 50 words describing your ideal flat and its contents. For Warm-up. TV and video, watercolours. Ask them to close their eyes and think for about a minute what this room might be li ke. Tell them not to put their names on their sheets.

Main activity 1 Explain that each student is going to ask questions to try to find someone with whom they have at least five things in common. Why is it important for you to hove a cosy room? Whose photos would you hove in your room? Then ask students to move around the classroom with their sheets asking each other about the rooms they have designed.

Give each pair a new copy of the sheet which they now have to complete as a pair. Ask them to decide what to do about the things t hat they did not originally have in common. Variation If you have a large class, you may prefer to put students into groups of s1x to eight, instead of asking students to move around the classroom.

In these groups they ask each other questions to find a partner who has the most similar room to them. Follow-up 1 Collect the individually completed sheets.

Make sure that students have not written their names on them. Check that these do not include either of their own sheets. Tell students to try to identify whose sheets they have. After each pair has made their guess, the students who they think completed those sheets tell the class whether or not the guess was correct. At the end of the class, students whose sheets have not been identified shoul d say which the1r sheets were.

Homework A Write - words compari ng your dream room to your actual room. B Write - words about the most important things that you would want to have in your room, explaining why you would want them.

Dream rooms Gfl My dream room Adjectives describing your ideal room Tick 2 adjectives from the list. Then write 2 other adjectives of your own. D airy D tidy B spacious B bri ght D sunny D ai r-condi tioned D cosy D luxurious functional shady B relaxing B warm quiet original Things you'd have on your walls 2 Tick two things for the walls and then write more about them, e. Circle one in each pair. Tick a maximum of two. D fitted carpet D rug s D polished wood D linoleum D ti les 5 What colour would you wont for the walls?

Tick one and then odd more details. A - would love this or 8 - don't feel strongly about this or C - don't wont this Then odd two other things you'd like. D state-of-the-art music system D well-stocked bookshelves D roomy wardrobe D ki ng-size bed D full-length mirror D UNIT 5 In the town, in the city 5.

Elementary ,,.

Ask students to explain where a particular place is in their town, e. Main activity 1 Divide students into pairs, Student A and Student B, and ask students to si t facing each other. Tell students not to look at each other's maps. Explain that the maps are the same, but each student has information about places that their partner is looking for. Tell them that the places marked in bold are on both maps.

Then students take turns to ask their partner Where can I go to download The sandwich bar is on Oak Avenue next to the pub, opposite the supermarket. Students label the correct places on their maps.

Follow-up 1 In their pai rs, students look at the maps together and take turns to say where places are. Z After a few minutes one student turns thei r map over and their partner tests their memory by asking them where places are. Students win one point for each correct answer. After Student A has asked six questions, they turn over their map and Student B can ask Student A six questions Homework A Choose six faci lities in your town and write sentences to describe their location using expressions of place.

B Write a paragraph about some of the places you visited in a town recently and what you did there. A Where can I go to: Finding places.. Ask them to find the word pairs for places in a town. Main activity 1 Explain that students are going to make a story about an incident that happened in town yesterday, using all the word pairs they have made. Write the following sentence on the board: Yesterday I was standing by the bus stop when I saw a strange man carrying a briefcase.

The sentence must contain another word pai r. Write the sentence on the board, underli ne the word pair and tell students to put those cards to one side. Students have to use one of their word pairs in the sentence and lay down t he word pair on the table. The first student to lay down all t heir cards is the winner. Variation This activity can be made more challenging by adding a memory element When students lay down their cards and say their sentence, t hey first have to say the previous sentences in the correct order before they can say the1r new sentence.

If they cannot remember all the sentences, they miss a turn. FoDow-up Ask some pairs to tell their stories to the whole class. Then ask the class to vote on the best story they heard. Homework A Write down the story you made up in class and underline all the word pai rs you used.

B Write down the word pairs in two li sts: My town has.. One set of 20 cards. Write their ideas on the board. Introduce the words and expressions from the Key vocobuiary, if they don't come up spontaneously, and check that students understand them. Main activity 1 Divide students into groups of four and give each student in the group a set of five of the cards, including one blank. Tell students in the same group to think of different problems from any of those their other group members have.

The groups have to compile a list of the top ten problems they would like to spend the budget on. Val'iation With smaller cl asses, divide students into pai rs and give each student ten cards, incl uding two blank cards for them to fill in. Together students discuss the issues they feel are most important and together they must create a list of the top ten issues.

Follow-up Tell students to look at all the lists on the board. As a whole class they decide on a top ten list Homework A Choose one of the problems di scussed in class and write down some ideas for dealing with it. B Write an essay of - words on the advantages and disadvantages of city I if e. Refer to at least eight of the issues you discussed in class.

I City life.. Black Sea.

Middle Bast. Saudi Arabia. South America, Switzerland. United States borders on. Olympic Games. Then divide students into pairs and ask them to compare thei r lists with each other. Europe, Asia, America, Australasia, Africa. Ask the students to call out the names of countri es from their lists and tell you which column you should write them in. Main activity 1 Divide students into groups of four.

Give one student in each group a copy of the crossword, one a copy of the A clues, one a copy of the 8 dues and one a copy of the C dues. Give one group the A clues, one the B clues and one the C dues. In these three groups students list all the countries they can think of whi ch might be an answer to each clue. Then regroup the students so that there is one A, one B and one C student in each group. Together they work out what they think the answers will be before they see the crossword grid.

Then give each group a copy of the crossword. Ask them to check their answers and complete the grid. Follow-up Divide st udents into pairs. Tell them to choose three different countries and write a clue for each of them. Then ask students to work with another pair and read out their clues for the other pair to guess the countries.

Homework A List the names of all the countries from the crossword together with the name of their capital city and the main national language. B Wri te six sentences about which of the countries in the crossword you would most li ke to visit and why.

Down This country is famous for bacon and butter. Down 1 The capital city of this country begins with the letter C. Down This country is in the north of Europe. Materials For Warm-up. A month on a desert island: American English phrasebook. Ask them where they went, what they did and what they took with them. Elicit the vocabulary for the items and ask students what kind of holiday the items would be useful for.

Main activity 1 Divide the cl ass into groups of four and explain that each member of the group is going on a di fferent kind of adventure holiday. Tell students to take one Holiday card each and to divide the Item cards equally between them.

Tell students to now look at thei r cards but to keep them hidden from the rest of the group. The items roughly correspond to seven per holiday. However the possibility that more than one person might want certain items makes the activity more interesti ng, as they then have to negotiate. They can address any other member of the group. Either the student can request a particular item from another person, e.

Do you hove a bicycle pump? If the person has that item, they give it to the student. Or the student can offer another person an item which t hey do not want to keep, e. I hove a mop of the Himalayas. Do you need it? If the person needs that item they take it and give the student one of their 1tems which they do not need in return.

Variation Divide students into groups of four. Give each student seven item cards and one holiday card. Tell students that they have to justify to the others in the group why each of the items would be useful for thei r parti cular holiday. They get a point for each item that they can justify to the satisfaction of the rest of the group. Follow-up Divide students into groups of people with the same holi day card.

Ask the groups to compare the items they chose. Were there any differences? Who had the best set of seven items? Ask students to list ten more thi ngs they would take on a holiday of thi s kind. Homework A List all the things that you usually li ke to take with you on holiday. B Write a story of - words that begins or ends with the words Thank goodness I had taken it on holiday with me.! Tell the students to write these nouns in a list down one si de of a piece of paper.

Check that they understand each of the words. There is no need to elicit the exact vocabulary used in the activity because this will emerge during the activity. Main activity 1 Divide the students into groups of three to four. There is a range of possible collocati ons, so encourage students to see how many different coll ocations they can find, using dictionaries if necessary.

There are at least three possible adjectives for each noun. Check some coll ocations with the class and write any difficult vocabulary on the board. Then ask students to turn the cards face down and spread them on the table, the nouns on one half, the adjectives on the other. The first student turns over two cards - one adjective and one noun - and places them on the table so that the others can see.

If they say 'yes' , the student has to produce a sentence using the collocation correctly. The rest of the group judges whether the sentence is acceptable, and if it is, the student keeps the two cards.

The students continue, until all the noun cards have been taken. Variation For a quicker game, students play in groups of three to four and begin by selecting just one Adjective ca rd to match each of the twenty Noun cards. They then play with those forty cards and put the unwanted ca rds aside. They place the forty cards face down on the table Players take it in turns to turn over two cards. If they find a collocating pai r, they keep the cards and have another turn.

If they do not find a pair, they put back the two cards in the same places. The winner is the player with most cards at the end of the game. FoUow-up Discuss with the class which of the possible collocations tor each noun would be most appropriate for the area where they are.

Homework A Write the text for a tourist brochure based either on a picture, or their memory of a place they know well. I countryside 1: UNIT 1 Food and drink 7. What I had for dinner last night. Ask students to write 'a n ' or 'some' next to the name, e.

Main activity 1 Divi de students into groups of four to eight students. Give each group a set of picture cards, cut up, including the four blank cards. The first student picks a card, e. The student keeps that card.

Each student has to list all the previous cards in the correct order before they say what is on their card. If they cannot remember a card, the student w1th that card shows it to them as a clue. If a student picks a blank card, they can choose their own food item.

Variation For a more challenging game, each time it is their turn students name two food items - one that is pictured on the card and one that they choose themselves, e. I had a lemon and a hot dog for dinner last night.

They can choose any item as long as it has not been mentioned by another student If they choose a blank card, they only need to name one item Follow.. Homework A Write a grid of menus for a three-course meal for each day of the week.

Choose different food for each day of the week, using items from the sheet and your own ideas, e. I apricot beans. Is it a vegetable? Con you fry it? If they have not guessed after asking 20 questions, tell them the answer. Go through the questions with them and elicit or explai n any of the words that they do not understand. Check they understand all the food items. Main activity 1 Divide students into groups of f1ve to six. Give each group one set of picture cards and tell them to place them face down in a pil e on the table.

Ask students to fold over the sheet from the Warm-up so that they can only see the questions 2 Students take it in turns to pick a card. If the group has not guessed the word by question 20, the student wins a point and shows the group the picture.

The student with the most points wins. Variation Instead of cutting up the pictures, allow students to choose any food item they want from the sheet. They shoul d not choose an item which has already been used once Follow-up In their groups of five to six, ask students to look at t he sheet and plan a meal for the1r classmates using the food ill ustrated. They should try to use as many as possible of the words in the questions to describe how they would prepare the meal.

Then each group presents their suggestion to the rest of the class and the class votes on the most appetising meal. Homework A Write a recipe using as many as possible of the words from the act1vity. B Write down each of the verbs in questions 5 and 6 together with two things that could be used as objects for the verb, e.

You can grate cheese and carrots. Warm-up 1 Give each pair of students an envelope containing a set of picture cards and ask them to spread them out in front of them. Describe yourself in five sentences without mentioning your name.

I am a woman. My hair is short, not long. After five sentences, ask students to guess who the person is. Then elicit any other words from the Key vocabulary that your students need to know. Main activity 1 Give each student an envelope containing a set of picture cards. Students then play in their pairs. Student A puts all their pictures face up on the table.

Student B pretends to be the person on the picture.

Games for Vocabulary Practice

Are you female? If B says 'yes', then A can put all the male pictures to one side. Have you got dark hair? If B says 'no', then A can put all the pictures of women with dark hair to one side. Follow-up Ask a student to describe another student in the class without naming them, by giving information about their hair, their clothes, etc.

The other students try to guess who is being described. Homework A Choose four pictures from the sheet Imagine that the people in the pictures all know each other. Write a paragraph about them. Describe them and also invent more informati on about them. For example, Emily and Anna are sisters. Anna is tall and slim with short curly hair. Dave is Anno's boyfriend He is a student. B Write a description of the people in your family, using the vocabulary from the activity. First parts of compound adjectives: Appearance big-eyed, blue-eyed.

In the far left column wnte the first parts of the compounds as listed in lhe Key vocabulary, in the next column the second parts. At the top of the third and fourth columns write Appearance and Character respectively. Main activity Give each group a set of dominoes. The next student places one of their dominoes either before or after it to form a compound adjective. If it 1s impossible, the player keeps that domino and play passes to the next student 5 The winner is the fi rst student to use all of their dominoes.

If there is time, students can shuffle the dominoes and play the game again. The rest of the class decides whether they agree with all the compounds. Discuss any new or difficult vocabulary. Variation Students work in pai rs with one set of dominoes.

They produce as long a continuous line of dominoes as possible, so that compound nouns are formed as you pass from one domino lo the next, e. Students may place dominoes to the left or the right of the line. Stop after an appropriate time. The pai r with the longest continuous line wins. Follow-up 1 Divide the students into pairs and tell them to write down the names of all the students in the class. Ask students to write down one compound adjective to describe each student They should not write the same adjective for more than one student.

Homework A Write down all the compound adjectives from this activity that could be used to describe your appearance and character. B Write down ten compound adjectives from the activity hat you particularly want to learn and find two coll ocating nouns for them, e.

Acknowledgement Th1s 1dea was 1nspi red by the word-bui lding domino games devised by Paul Davis and Mario Rinvolucri. UNIT 8 Describing people 8. You and your students Will come up with many more possibilities. Check that students understand these categories. Z Point to the categories in turn and name any letter of the alphabet.

Ask students to think of a word in ti1at catego1y beginning with that letter. Ask students to suggest a word in that category beginning with each letter of the alphabet, excluding X and Z.

Main activity 1 Divide students into groups of four to five Give each group a dice and the sheet. Each player needs two counters e. If they land on a blank space, play immediately passes to the next player. It their space has words, they throw the dice again and move their other counter along the Letter board, starting at AB. They have to name something in the category where they landed on the Game board, beginning with one of the letters where they landed on the Letter board.

This student also notes down the categories and letters which made players mi ss a turn. The first player to name an appropriate word can move their counter forward to the next blank square. Find some answers for such combinations with the whole class. Then ask them to act their word for the rest of the class to guess.

Homework A Write a paragraph describing someone you know. Use at least two words from each category in the board game. B Fi nd a description of someone from an English-language novel. Write words commenting on how good the description is and why. The people's alphabet game 1: Check answers with the whole class and elicit the names of the objects.

Write up any new vocabulary on the board. They shoul d not write anything during this time. After one mi nute, students turn over their sheets and, in pairs, write down as many words as possible. Check answers and see which pair correctly remembered the most words. You may wish to bring in real objects for the Warm-up. For step 3, pl ace ten or more objects on a table that all students can see.

Allow them one minute to memorise the objects, before you cover them with a cloth or coat. The students then have to write down the objects they remember. Main activity 1 Give each student a set of picture cards, cut up. The cards can be in any order. Make sure each student also has about 12 counters, these can be coins or small pieces of paper. If a student has a picture of that ObJect in front of them, they put a counter on the picture.

The first student to complete a vertical, diagonal or horizontal row of counters is the winner. FoUow-up Divide students into pai rs.

Students take turns to pick a card from their set and descri be it to their partner. Their partner has to guess the name of the object. Homework A Think of six more everyday objects and write a descript ion of each one. Bring your descriptions to the next cl ass and see if your classmates can guess what the objects are. B Choose six of the objects from the sheet and write a different description for each one. Try to elicit the words from the Key vocabulary section, although your students may come up with additional points of detai l.

Write any new vocabulary on the board. Main activity 1 Ask students to look at the sheet carefully for one minute and try to remember where the objects are on it. After one minute coll ect the sheets. Tell them to divide a blank page into twenty squares.

They should describe, not draw, the objects. Gi ve them an additional point for each detai l of description that they wrote, e. Variation Bring in as many objects that correspond to the pictures on the sheet as possible. It is not necessary to find all the objects - ten would be enough. It is also not necessary to have Identical objects - your cracked cup might have a different picture on it, for example.

After doing the Warm-up activity, show your students your objects and elicit how they differ. Then place your objects in a specific order on a table or tray that all the students can see. Ask them to memorise the order. Then cover the obj ects with a blanket or coat and ask the students in pairs, or individually as preferred, to write down where and what the objects were.

Stop after about five minutes and give points as in the Main activity above. Follow-up 1 Give each student a set of cards. Student B may then look at the cards for ten seconds.

After this Student B must turn round and try to arrange thei r cards in exactly the same order. They may ask their partner questions to help them with the ones they cannot remember, e. Where's the chipped mug? When Student B has found the correct order, it is their turn to arrange their cards for Student A Homework A Write descriptions of the objects on the sheet but this time change one aspect of the descript1on, e.

In the next lesson show your description to a partner who has to identify what the differences are between your descriptions and the original pictures. B Cut out ten pictures of objects from a magazine and stick them in rows on a sheet of paper to make a new Kim's game for your class to play. On a separate sheet, write a brief description of each object in the same place as on the sheet you have made. Use your sheet of pictures in another lesson to play Kim's game again with a group of st udents.

Go through the vocabulary for describing your objects before you play the game. Kim's game c: Elicit its meaning or demonstrate as necessary. Then ask students to tell you which heading it belongs under and wri te it in the correct column. Spend a couple of minutes brainstorming with the whole cl ass objects for the various words, e.

Main activity 1 Divide students into groups of three or four and give each group a copy of the sheet. Make sure that each student has a counter, or equivalent. A player may only move to an adjoining hexagon if they can correctly name an object. They may move in any direction, but may not move to a hexagon if another player is there.

If a player cannot name an object, they mi ss a turn. Follow-up 1 Send a student out of the room and ask the class to think of an object.

Then bring the student back into the room. Now the student has to guess what the object is by asking different members of the class questions using the Key vocabulary. If the student guesses the objed, they choose the next student to go outside. If the student can't guess after asking every student in the class a question, the class wins.

Z This activity can be played several times with di fferent objects. Homework A Write ten more descriptions of objects that could be used in a game li ke this, e. Try to think of as unusual words as possible. B Write an appropriate th1ng in each of the spaces on the board.

Do not write any word more than once. The following words and phrases are used on the sheet but students will probably come up with many other ways of describing people. Use the example below for the name Thomas, or create an example using the name of someone you or the class knows.

Help the cl ass to work it out. They have to find the missing first letter of each li ne These spell a name. The name is the last li ne of the poem. Main activity 1 Give each student a copy of the sheet.

They work out individually who the three poems are about. Check answers with the whole class. See Key vocabulary for the answers. Then collect the papers and give one to each student. They should not leave the initial letters blank.

Encourage them to use their own phrases as well as the ones on the sheet. Monitor and help as required. If any students finish earlier than the rest, ask them to swap pages wi th each other and write a new poem.

Variation 1 Follow steps 1 to 4 above. Students write a list of the numbers in their notebooks. They read the poems and write a name against each number when they identify who each poem is about.

Follow-up Choose a person the students all know - perhaps a fi lm star or a sports personality. Pa1rs then write a poem about that person. Compare what pairs wrote tor each letter of the name and ask the class to choose wh1ch seems to be the most appropriate phrase for each letter. In this way they build up a new poem, using li nes thought up by different pairs of students. Homework A Write a poem about yourself or someone else in your family. B Write a poem about someone else in the class but provide two or three alternative suggestions for each letter.

Show the poem to the student and ask them to choose which of the lines to use. Encourage the class to use their imagination. If there are any questions on the photocopiable sheet that you think your students may have difficulty with, practise those questions too.

Main activity 1 Divide students into groups of four to six. Give each group a set of pictures and question cards.

Groups spread the pictures out face up in front of them. They place the question cards in a pi le face down on the table. If they throw a 3, for example, they look at picture 3 and say what that person's name is, their age, marital status and whether they have any children.

It they throw the same number as the first player, they repeat the basic information that the first player gave but they also turn over a questi on card and answer that question about that person. They leave the questi on card beside that picture. Each time a player will either be giving information about a new picture or wi ll be repeating all the information previously given about a picture and adding more information based on a new question.

The other students can help them if they cannot remember all the information previously given. Variation Divide the st udents into groups of six or fewer. Each student in the group takes one of the pictures and is the only person to talk about that character. Students take t urns to pick a question card and read it out. They then throw the dice and the person who has the picture with that number must answer the question.

Where the group has only two or three students, each student can take two or three pictures. If there are four to f ive students, they can throw the dice until the number thrown corresponds to a student's pict ure. Tell them to shuffle the question cards and place them in a pile face down. Students take turns to pick a card and ask the question to the person on their left.

The student should reword the questi on to read 'you' rather than ' they'. Homework A Choose one character that your group worked with. Write what that person might write in a letter or write on their old school website, telling former school f riends what they have been doing since leaving school. Use as much language from the activity as possible. B Choose one of the characters. I I I Where did they spend: How do they and how do they feel like with their: Who's their best friend?

I How did they meet and What secret do they: I 1 time together'? What's t heir main regret? What do they enjoy doing most? How did they spend their last birthday? What are they most afraid of?

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What's their best: How would you describe: What's their favoulite food? If they won a million dollars, what would they spend it on?

What do they do when they are upset? What ldnd of parent are they, or wouJd they be? UNIT 10 Friends and relationships:. Upper-intermediate to advanced Brainstorm words for feelings on the board.

Main activity 1 Divide students into groups of four to five. GIVe each group a dice and the cut-up sheet. You can remove some of the adjectives from your students' sets if you feel that they are not relevant or you can add your own in the blank squares.

Each player also needs a counter, e. They must then talk about a situation when they have felt or would feel that way, e.

Vocabulary activities

I felt thrilled when I learnt that I hod won a prize in the poetry competition or I would feel upset if a friend or a member of my family lost the1r job. They may move in any di rection but must then talk about t he feeling they land on. Students start at any point they wish on it and move round the board in alphabetical order, moving their counter straight back to annoyed when they get to upset. Follow points 5 and 6 above. Meanwhile, students write the names of all the members of the class on a piece of paper.

Students look at their card and then give it back. Assign one student to be the host of the party. Students move around the classroom chatting to other students as they might at a party but trying to show that they are, say, Mr Efficient or Ms Glamorous. They can use the words on the board from the Warm-up to help them. FoUow-up Ask students to write one of these adverbs - usua!

They then compare their answers with a partner, di scussing ones where they chose a very different adverb. Homework A Choose six words from the sheet that best describe how you have felt during the last week Write a paragraph using these words to describe when and why you had these feelings.

B Divi de the adjectives on the sheet into pairs of opposites. If you cannot find an opposite on the sheet, think of a new adjective to make a pair. Feelings l ell upset: UNIT 11 The human body ' Ask students to stand up and copy what you are doing.

Then point wi thout speaking and encourage students to say the word. Main activity 1 Divide the class into two groups, A and B. Wipe any Key vocabulary from the Warm- up off the board.

Together they find the 12 words hidden in their Word square, using the clues. Each word is the name of a part of the body. Monitor and check as necessary. Read through the instructions on the sheet with the whole class and check that they understand the task. The student with the clues read them one by one and the student with the Word square must find the appropriate word for each clue. The first pair to find the words to match all the clues in the Word square is the winner. This should then be repeated with the other Word square, before students then look at the body sheet.

Follow-up Allow students one minute to individually write down as many of the words for parts of the body that they remember from the activity. Then in pairs they compare their lists and count how many different words they remembered between them.

Find out which pair wrote down most words. Homework A Make a new Word square wi th as many of the words from the activity as possible. Keep a note of all the words you managed to include in your square. Bring it to the next class for another student or pair of students to find the words in it.

B Find three more words for different parts of the body. Write clues for the words and bring them to the ne. Read a clue from your Word square.

Try to name the word. If you don't know the answer, ask your partner to tell you. Then write the correct word in the box. Take turns to read your clues until you have filled in all the words on the picture. Make a list on the board of the problems and symptoms, focusing on the Key vocabulary. Then discuss as a whole class the treatments, eli citing the Key vocabulary 3 Tell students to imagine that they are at the doctor's surgery and try to elicit a typical dialogue from them.

Wri te up the key phrases on the board, e. Good morning. How con I help you? Pati ent: I've got a rash on my arm. How long hove you had it? About two days. I'll give you a prescnption for some cream. Thank you, Oodor Goodbye. Ask students to practise the dialogue in pairs and substitute different health problems and treatments.

Main activity 1 Divide the class into two equal groups; one group of doctors and one group of patients 2 Arrange the classroom so that each doctor has a surgery behind a desk, with a chair in front of it, and make one part of the classroom the wai ting room 3 Give a sticky label to each doctor and each patient.

Ask them to choose a name, write it on the label, and wear it as a badge. Variation For small groups, put the Patient cards face down in a pile on the doctor's desk. The patient students pick a card when they visit the doctor.All the members of the team take turns to be the art ist.

If this is not possible, use the Variation. For an additional point, correctly give the whole idiom that matches the definiti on. B Fi nd a description of someone from an English-language novel. The first student to lay down all t heir cards is the winner. Main activity 1 Explain that students are going to play a dating game in which the main contestant asks three other contestants personal questions in order to find a date. Student A takes nine pictures out of the envelope and arranges them in three rows of three, like the grid on t he board.

Main activity 1 Divide the students into groups of three to four.