Here is a link to my powerpoint presentation to explain the grammatical rules for wishing in English:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!263&authkey=!APlkMNRd4S5VFvA
Tag: conversation
Fun role-play and discussion class.
Follow me on twitter @RobbioDobbio
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/
Role-play and Discussion Class
This is a fun conversation class for teens or adults.
Here are the handouts:
Role cards and situations:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!261&authkey=!ALtvuUfRiWhHcbQ
Discussion questions handout:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!215&authkey=!AM0F1hFf5Tlvv3o
Sometimes some students have have trouble or feel embarrassed expressing their own opinions in class. Role-plays are an excellent solution to this situation. They can also be used to introduce different issues or topics.
I stole the role-play scenarios from another site (thank you, sorry) but I added another element; between the different role-plays there are some simple discussion questions based on the situation explored in the role-play. You can either have the students do the role-plays and then discuss the issues that come up or vice versa.
Instructions:
First ensure that the students understand what a role-play is.
These role-plays all work best in pairs. However, if you have some 3’s extra characters can be added.
Put the students in pairs and distribute the roles for the first scenario; one person is the daughter the other is the mother.
Explain that they are going to play out the situations on the cards but that at some point (after 2-3 mins) you are going to shout “swap”. They will then have to change roles, mother becomes daughter and vice versa, BUT they do not start the scenario again, they must continue from the same place. This makes it more fun and forces the students to think on their feet.
Have the students do the same role-play simultaneously. This leads to interesting discussion in the feedback session after the role-plays.
Give the students as long as they need to try and reach a resolution to the problem, swapping the roles as many times as you like.
Once they have finished have a feedback session:
What happened here?
What was the resolution?
What do you think will happen?
Then ask the students to draw comparisons between what happened and the differences between the characters that were created in each role-play.
Then give out the discussion question sheet handout. Students then discuss the questions related to the roleplay in small groups.
There are 3 different role-plays, each with it’s own discussion questions so you could split them up and do them as an end of class treat over several classes or have one long marathon drama class!
Discussion questions:
Moving out / moving in together
When did you move out of your parent’s house?
Why did you move out of your parent’s house?
What problems did you encounter immediately after moving out?
Did you get homesick?
What advantages did you discover when you moved out?
What do you think is the average age at which people move out of their parent’s house?
How long do you think a couple should be together before they move in together?
How does a relationship change after you move in together? How does it change for the better? How does it change for the worse?
If you live with your partner how long have you lived together?
What problems did you encounter when you first moved in together? How did you solve these problems? What compromises did you have to make?
Partying husband role-play
What would you do in this situation?
If you have a partner (husband /wife) do you have very different hobbies and interests to them?
How important is it to have similar interests in a relationship?
How important is it to have different hobbies or activities in a relationship?
Have you ever tried to persuade a partner to take up one of your hobbies? What happened?
Has a partner ever tried to persuade you to take up one of their hobbies? What happened?
Hospital role-play
What would you do in this situation?
Have you ever had to give a very important speech / presentation?
Who did you have to give it to? What was it about? How did it go? How did you feel before and after?
Have you ever had to work when you were very ill? What happened?
How many sick days do you take in the average year?
Vocabulary upgrade for impressing examiners
Here are some different ways to talk about your hobbies and interests to slip into conversation in speaking exams to earn extra points.
Here is a link to download the handout:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!249&authkey=!AIM8OXlG3ratQOc
|
FCE |
CAE |
| I like ………………………….. | I’m keen on / fond of………………………. |
| I like / enjoy + action
I like swimming. I enjoy playing the guitar. I like travelling. |
I’m a keen / avid + noun
I’m a keen swimmer. I’m an avid guitarist. I’m an avid traveller. |
| I like reading. | I’m a (bit of a) bookworm.
I’m an avid reader |
| I like / am interested in  cinema / music / history / art / etc. | I’m a (bit of a) film / music / history / art buff. |
| I like computers. | I’m a (bit of a) computer geek. |
| I like shopping. | I’m a (bit of a) shopaholic. |
| I work a lot. | I’m a (bit of a) workaholic. |
| I like dangerous sports | I’m a bit of a risk taker / adrenalin junky / daredevil. |
| I like relaxing at the weekend. | I like to recharge my batteries at the weekend.
I like to get away from the hustle and bustle of my job / school / the city. |
| I can’t remember the word for….. | The word is on the tip of my tongue
The word escapes me at the moment but…. |
| I’m addicted to (chocolate, a television series) | I’m hooked on |
| (Girls) I like shopping, make-up, fashion and romantic comedies. | I’m a (bit of a) girly girl. |
| (Boys) I like sport, beer, and women. | I’m a (bit of a) man’s man. |
| I’m very fit. | I’m in tip top condition. |
| I don’t drink alcohol | I’m teetotal. |
| I am / was very good at school. | I am / was a teacher’s pet / top of my class at school. |
| I need English for my course / job. | English is a requirement of my course / job. |
| I need English for my career | If you want to get ahead in life you need English. |
| I’ve been studying English for a long time. | I’ve been studying English for ages.
I’ve been studying English for as long as I can remember. |
| I speak English every day at Uni / work. | English is an essential / key part of my everyday life. |
Language of agreement and disagreement
Here students practice different phrases to express agreement and disagreement. Useful for developing speaking for FCE, CAE, CPE.
Here you have a downloadable copy of the handout:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!247&authkey=!ANBIbEVteXyYHnY
Pre-teach the different vocabulary. The students then complete the exercise underneath in pairs. Taking it in turns to make one of the statements. In the first section the other student HAS TO disagree with their partner, even though some of the statements are difficult to disagree with. They must also justify their disagreement. In the second section they HAVE TO agree.
For higher levels ban the use of “I agree” or “I disagree” force them to use the new expressions.
| Agreeing | Disagreeing | Ending an argument: |
|
|
|
Listen to you partner and then disagree with everything he / she says, give reasons.
- I think everybody should have access to free healthcare.
- War should never be used to resolve international disputes.
- The best way to study is on your own first thing in the morning.
- Footballers earn too much money.
- Celebrities shouldn’t complain about being in the public eye all the time.
- The best place for animals to live is in their natural habitat.
Listen to you partner and then agree with everything he / she says, give reasons.
- Making mistakes in English is ok as long as other people understand you.
- The government should pay for everybody’s education.
- Smoking should be completely illegal.
- All drugs should be legal.
- Catalonia should be independent.
- Cristiano Ronaldo is the best football player in the world.
Taboo Card Set
Classic ESL classroom game.
Students have to describe the word in bold at the top of the card without using the two words printed beneath.
Example:
Cow
animal
beef
Lots of fun as a warm up game or to have in your back pocket for emergencies.
Click here to download:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!243&authkey=!AOyCO5hEe-Hh7UQ
Holidays and Travelling Conversation Class
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/
Holidays and Travelling Conversation Class
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.
You will need these pictures:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!239&authkey=!ADvu5kRUUPylICk
And this handout:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!240&authkey=!ABZL5DMHal7REDA
First put students in groups to discuss the following questions:
When was your last holiday?
Where did you go?
Who did you go with?
How did you get there?
Then brainstorm different types of holidays and different ways to travel on the board.
Project the pictures from the file above and elicit the vocabulary. This can be fun with lower levels, going from backpack to backpacking to backpacker. Hitchhiking – hitchhiker etc.
Once you have pre-taught all the vocabulary put the students in groups to discuss the questions on the handout.
Wrap up:
Students report back to the class about other group members responses. A chance to practice reported speech for higher levels.
National Identity Lesson Plan
Note: This lesson plan was written for the unique socio-political environment of Barcelona in Catalonia in Spain. However, the questions can be adapted for any nationality.
Do you think of yourself as Catalan or Spanish?
Do you feel a strong connection with the rest of Europe?
What does it mean to be Catalan? Or Spanish?
Can you be Catalan if you weren’t born in Cataluña?
OR if you don´t speak Catalan?
Can you become Catalan by living in Cataluña and absorbing the culture?
In groups SS discuss next question in English and write a list with reasons.
What are your strongest symbols of national identity?
If they need help give them some examples of your own symbols, for example:
England: Tea, the Royal Family, fish and chips, bad weather, self deprecation, Shakespeare, dark humour, The Battle of Hastings in 1066, Henry VIII.
Write Catalan symbols on the board.
Why are these so important? What do they symbolise? Which are most important?
Citizenship Test
What happens if a person from outside the EU comes to Spain and wants to get citizenship?
What do they have to do? Do they have to take a citizenship exam?
Because in the United Kingdom they do. Here are some example questions from the old citizenship test (it has now been updated):
Put the questions on the board or copy and paste them and hand them out. Correct answer are in bold.
In which year did married women get the right to divorce their husband?
1837, 1857, 1875, 1882
Which of the following statements is true?
The governing body of the EU is the Council of the European Union
The governing body of the EU is the Council of Europe
How many parliamentary constituencies are there?
464, 564, 650, 664
Ask student’s to guess the score Tim (me, a 29-year-old British native) got when he did the test, out of 24.
I scored 13 out of 24 so I failed and if I were an immigrant from a country outside the EU I would not be given citizenship.
Do you think these are the most relevant (pertinent) questions?
What should people know about a country to be a citizen?
Tell students that the citizenship test has been changed because of complaints about the relevance of the questions. Here is a link to download a section of the new UK citizenship test.
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!229&authkey=!AFcpZe_NcbPS4Mc
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:
http://www.guardian.co.uk/uk/quiz/2013/jan/27/british-citizenship-test-quiz-new
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 challengesÂ
Put challenges on board and students discuss them.
Wrap up:
Do you think Cataluña is well integrated? If not how can we change this?
Other recommended blogs.
A great site full of excellent travel writing, photography and top tips for travelling on a budget.
http://robbiodobbio.wordpress.com/
A blog comprised of short stories and articles.
Adventure Game
This lesson plan is good for young children and low level adults. Some teens really get into it, with others it has been known to die on its arse. You will need a dice and the powerpoint below.
Here is the powerpoint:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!234&authkey=!ADjqXTKxe4d-QPA
It is a beautiful demonstration of my skill on Microsoft paint.
Game Instructions:
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!
Notes:
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.
Target Language:
Loads of good stuff comes up and the higher the level the more vocabulary you can introduce. Examples include:
Verbs: chop, cut, give, ask, burn, dig, pick (flowers)
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.
Phrasal verbs with take
Not a fantastically exciting class but the powerpoint took me ages to make, here’s the link:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!205&authkey=!APrLtO3nrFOAPc0
Instructions are pretty straight forward.
- Show students first slide of phrasal verbs with take. They try to guess the meanings in pairs.
- Show them slide 3 with all the definitions. They match the definitions to the phrasal verb.
- Slide 4 is the answers. Students check their answers.
- Remaining slides contain sentences examples.
Follow this link to a flashcard set of the sentences examples on quizlet.com
http://quizlet.com/15129792/phrasal-verbs-with-take-flash-cards/
What you do after with the phrasal verbs is up to you, maybe a composition using as many as possible or games using the flashcard set.