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This lesson works well with a range of levels, from A2- C1. It can be used to practice for the FCE or CAE speaking exam collaborative task section. Everybody loves talking about travelling and holidays.
Depending on the level you can actually have the students answer the questions, or do it as a whole class quiz in teams. The test includes some interesting historical information (if your students are into that sort of thing) if not you can just ask a few of the questions to give the students an idea of what they’re like.
Here is the link to the guardian website where you can find the answers:
Students write their own citizenship tests for the teacher.
What I want you to do in your groups is write a short Catalan or Spanish citizenship test. 5 questions which you think are the most important and which would help with integration. Cultural, political, history, economic questions etc.
You can discuss them, in English and obviously you have to write them in English. You then have to explain why they are important and we will try and make a Catalan Citizenship test. The teacher can help with the question structures but can’t know the answers because at the end he / she will try to complete the test and get over 75%.
Do you agree with the idea of citizenship tests?
Do you think it´s easy to integrate into a new country or culture?
1 minute to think of the biggest challenges
Put challenges on board and students discuss them.
Do you think Cataluña is well integrated? If not how can we change this?
The aim of this composition is to practice the following structures:
To be used to + a noun / the gerund (being accustomed to something)
At first it was difficult but now I am used to living in a big city.
To get used to + a noun / the gerund (the process of becoming accustomed to something)
It took me a while to get used to the cold weather / living in such a cold country.
You are an Erasmus student. You have been living in Edinburgh in Scotland for 3 months. Your best friend has written you a letter. He / She is also interested in doing an Erasmus in the UK. Write her a letter containing the following:
A brief description of your course.
Different things you have had to adapt to.
Would you recommend an Erasmus in the UK or not? Explain why / why not.
It is a beautiful demonstration of my skill on Microsoft paint.
This is a problem solving game. Students must use items they find during their adventure to solve problems and overcome obstacles that are in their path.
Tell the students that one night they all go to sleep and suddenly wake up in a strange place. In front of them are 4 mysterious doors (slide 3). They can choose which door to go through. Behind each door there is a different scene:
Behind door 2 (red) there is a small orchard with some apple trees, flowers and a mysterious X on the floor (slide 4).
Behind door 4 (yellow) there is a crying princess in a room with two axes on the wall (slide 9)
Behind door 3 (blue) there is a man lying in bed ill with hamburgers under his bed. (slide 12)
Behind door 5 (orange) there is a cold, hungry guard guarding a big locked gate, he has a spade. (slide 14)
The students have to complete the quest, here is the solution, try and let the students think through all their options, useful questions to ask are: What can you do? What do you have?
On entering door 2 (red) the students see the orchard, the flowers and the X. If they want they can pick flowers and apples (slide 5 shows the picked flowers and apples).
On entering door 4 (yellow) they see the princess. If they speak to the princess she will tell them that she is very sad because nobody loves her and nobody every gives her any presents. If they give her the flowers from the orchard (door 2) she will stop crying and give them an axe (slide 10 shows this)
On entering door 3 (blue) students will see the ill man who will tell them that his stomach aches because he has eaten too many hamburgers and that he needs healthy food to feel better. If they give him apples from the orchard (door 2) he will feel better and fall asleep (slide 13 shows this) the students can then take hamburgers.
On entering door 5 (orange) students will meet the cold hungry guard. He doesn’t like apples. However, if they give him a hamburger from (door 3) he will be happier (slide 15) But he won’t give them his spade unless they make him a fire by chopping down a tree in the orchard (door 2) with the axe they got from the princess (door 4) (slide 6 shows the chopped down tree, slide 7 shows the tree chopped into firewood). If they make him a fire the guard will be warm and happy (slide 16) He will then give them his spade.
The students can then use the spade to dig for treasure on the X in the orchard (slide 8 shows the treasure dug up) The treasure is a small golden box, but it is locked, it cannot be opened by force. If they show it to the princess she will unlock it because she has the key in a locket around her neck. Inside the box is an enormous key which unlocks the gate in door 5.
The boss room (slide 17) On entering the boss room students will see a hydra and the handsome prisoner held captive in a cage. Students must attack the hydra with the axe and must roll higher with the dice than the teacher to be successful. Each student has 2 lives, if they roll less than the teacher they lose a life. When the student rolls higher than the teacher for the first time show slide 18, and explain that the student has cut of the hydras head but 2 more have grown back in its place. The prince will then shout that you need fire to burn the stumps after you cut them. The students must return to the guard room and get a flaming piece of wood. When the students have beaten the hydra by rolling higher than the teacher 4 times (slides 19 and 20) (one for each head) then the prince’s cage will magically spring open. The prince and princess will be reunited (slide 21) and will live happily ever after. They will also give the students lots of treasure!
I wrote this lesson plan for children, specifically a small group. I have since gone on to use it with larger groups of children and found it to be successful. Then one day I tried it out on a group of lower level adults and they got really into it.
Loads of good stuff comes up and the higher the level the more vocabulary you can introduce. Examples include:
Nouns: spade, axe, fire, gate, key, lock, orchard etc.
It can be used to practice a range of structures depending on the level. For example for intermediates you can have them discuss their options in the 1st conditional: “Maybe if we give him a hamburger he will give us the spade.”
Enjoy, let me know if the instructions make sense or not.
Activity using some phrasal verbs to plan a weekend.
Pick somebody up
Can you pick me up from the train station at 6 o’clock?
Drop somebody off
Ok, no problem I will drop you off at your hotel.
Check in / out
I’ll check in at the hotel.
After travelling all day I will need to freshen up.
Meet up with
Then I want to meet up with some old friends.
We will eat out in a posh restaurant.
Show somebody around
On Saturday I will show you around the city.
We want to look around the old town.
Pre teach phrasal verbs then students make a plan for my Mum’s visit (see below), best plan and one with most phrasal verbs wins. Depending on time make a plan for my brother, or set this as homework.
Copy and distribute the following to the students:
My Mum is coming to visit for the weekend but due to an emergency I can’t spend time with her. I need you to meet her at the airport and entertain her for the weekend. Here are the details of her trip:
Her flight lands at 18:00 on Friday night.
She’s staying at the Hotel Colon.
She wants to try local specialities.
She loves opera.
She loves history.
She wants to buy some presents for her friends back home.
She wants to get a tan.
Her flight back to England leaves at 21:00 on Sunday night.
Make a plan for the weekend using the phrasal verbs we have studied.
Details for my brother’s trip:
My brother has recently split up with his girlfriend. He wants to come to the city for a good time and forget all his troubles. However, because of an emergency I cant spend the weekend with him. I need you to meet him at the airport and entertain him for the weekend.
His flight lands at 17:00 on Friday afternoon.
He is staying at Hostel de Raval.
He wants to get a taste of the city’s night-life.
He wants to meet new people, maybe even a lady!
He likes partying!
He also likes architecture.
He doesn’t like foreign food.
His flight leaves at 20:00 on Sunday night.
Write a plan for his weekend for homework using as many of the phrasal verbs as you can.
What percentage of people who make a resolution keep it? (guess)
A 2007 study by Richard Wiseman from the University of Bristol involving 3,000 people showed that 88% of those who set New Year resolutions fail, despite the fact that 52% of the study’s participants were confident of success at the beginning. Men achieved their goal 22% more often when they engaged in goal setting, (a system where small measurable goals are being set; such as, a pound a week, instead of saying “lose weight”), while women succeeded 10% more when they made their goals public and got support from their friends.
In groups try and think of the top ten most common resolutions.
Lose weight / get fit
Learn something new
Eat healthier / diet
Get out of debt / save money
Spend more time with your family
Travel to new places
Be less stressed
Do volunteer work
Discussion questions about the top ten:
Have you ever made any of these resolutions? Have any of your friends or family?
Have you ever tried to do any of these things at other times of the year? Were you successful? Why? Why not?
If you have tried to do any of these things can you give any tips (advice) to your classmates? For example: How can you reduce stress in life?
If you have never tried to do any of these things try to think of ways to keep these resolutions.
In your group try and put the resolutions in order of difficulty.