Posted in Exam Preparation Class, Grammar Classes

Would Rather/Would Sooner

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This is a grammar activity designed for C1 students. Students learn how to express preference using “would rather” and “would sooner” then put them to use in a roleplay. Download the powerpoint, handout and key below:

Would rather – powerpoint

Would Rather worksheet – handout and key

Procedure

Use the powerpoint to present the rules, it is designed in a test, teach, test structure. Make sure that students copy down the rules and several examples then have them complete the worksheet and finally put the structures to use in a fun role-play. Students will role play being a married couple having a very civilised argument. Once they have finished have them feedback in open class: “Can the marriage be saved? Or is it on the rocks?” My teenage CAE students found it absolutely hilarious and used the structures in very creative ways.

Handout

Complete the sentences with the correct form of the verb in brackets:

  1. I would rather ____________ a light salad than a steak for dinner. (have)
  2. I would rather he ________________his dirty cups all over the house. (not leave)
  3. Venice was nice but I’d sooner __________________ to Paris. (go)
  4. He’s quite antisocial he’d just as soon ____________ video games all weekend than go to a bar. (play)
  5. I wanted to give the present to granny! I’d rather you _______________ for me to arrive before you gave it to her. (wait)
  6. We had dinner outside but it was too cold. I’d much rather ______________ inside the restaurant. (eat)

Complete the key word transformations using 3-6 words.

  1. My brother is always stealing my chocolate out of the fridge.

RATHER

I’d _______________________________________ my chocolate out of the fridge.

  1. Why did you tell the boss I was leaving?

RATHER

I ____________________________________ the boss I was leaving.

  1. I prefer visiting museums to lying around on the beach all day.

JUST

I ____________________________ than lie around on the beach all day.

  1. The chocolates he gave me were ok but I wanted roses.

RATHER

I _____________________________  me roses instead of chocolates.

  1. The art gallery was sooo boring; I wanted to go to the casino.

RATHER

I _______________________________ to the casino instead of that boring art gallery.

  1. He would prefer to do anything instead of watching a football match.

SOONER

He ___________________________________ anything instead of watching a football match.

Role-play

Role-play the following scenario with your partner:

You are a married couple; you have been married for 23 years. You have just got back from a party at a friend’s house. At the party you both got drunk and did a lot of things to annoy your husband/wife. You are both also annoyed about some things that the other does or doesn’t do around the house. Have a civilised argument using as many “would rathers” and “would sooners” as you can.

Key

Sentence Completion

  1. Have
  2. Didn’t leave
  3. Have gone
  4. Play
  5. Had waited
  6. Have eaten

Key Word Transformations

  1. Rather my brother didn’t steal
  2. Would rather you hadn’t told
  3. Would just as soon visit museums
  4. Would rather he had given
  5. Would rather have gone
  6. Would soon do
Posted in Vocabulary Classes, Young Learners

Vocabulary Memory Game

memory game photo

Follow me on twitter @RobbioDobbio

This is a fun memory game for young learners similar to my “there was/there were” activity.

Stage one

Put students in teams of 2-3. Project the image above onto the board and give students 1 minute to memorise as many of the things as they can. Then give students a pen and paper, they have to write as many of the things as they can in complete sentences:

There was a pen on the table.

There were some coins next to the ping pong ball.

The winning team is the one who remembers the most things. Award extra points for correct use of there was/were and prepositions of place: next to, between, on the right/left of…

Stage two

Give each group a sheet of blank paper, give them two minutes to fill the paper with little drawings of objects. The objects must be easy to identify and they have to know the name of the object in English.

Groups then swap their pieces of paper and they have 1 minute to memorise all the things the other group have drawn on their paper. They then write out the sentences like before and the team with the most correct is the winner.

Posted in Conversation Classes, Grammar Classes

Used to/would – Past habit and states

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This is a lesson plan for intermediate students to practice “used to” and “would” to talk about past habits and states using videos and conversation.

Download the lesson plan and student’s worksheet here:

Used to would lesson plan

Used to would students sheet

Used to

Warmer: 2 truths and a lie, write three sentences about yourself using “used to”, 2 true and 1 lie. Try to write 2 with state verbs and 1 with an action verb like this:

  1. I used to have shoulder length hair.
  2. I used to dance ballet when I was a child.
  3. I used to be a builder before I was a teacher.

What does used to mean here?

A past state or habit which is not true now.

What are the negative and interrogative forms?

I used to dance ballet.

I didn’t use to dance ballet.

Did you use to dance ballet?

Drill pronunciation: weak “to” in “used to” and the “ed” in “used” is not pronounced.

Remember: Used to only exists in the past, to talk about present habit we use the present simple with adverbs of frequency.

I usually/normally/tend to go to the gym twice a week.

Would

“Would” can replace “used to” in one of the three sentences at the top of the page with exactly the same meaning. In which sentence is would possible?

  1. I would/used to dance ballet when I was a child.

We can use “would” with the same meaning as “used to” only when we’re talking about past actions or habits not when we’re talking about states.

When I was at uni I would/used to get up at 11am. (get up = action/habit)

When I was a child I would/used to have blonde hair. (have = state)

Look at the following sentences, decide if we can only use “used to” or if “would” is also possible.

  1. When I lived in Japan I would/used to eat sushi every day.
  2. When I was at school we used to/would play hopscotch in the playground.
  3. When I was a kid I didn’t use to/wouldn’t like olives.
  4. My dad used to/would have a big green land rover.
  5. He used to/would drive it through the forest on bumpy tracks.
  6. When I was a teenager I used to/would love heavy metal music, now it’s too loud for me.

Videos

Watch the video and make sentences about it.

https://www.youtube.com/watch?v=UEZUQxQ51Ak

Arnold used to be a bodybuilder. He would lift weights all day. He used to be the governor of California.

Discussion

  1. What games did you use to play when you were a child?
  2. Where did you use to go on holiday?
  3. Are there any foods or drinks that you used to hate when you were young that you like now?
  4. What did you use to look like when you were a teenager?
  5. What hairstyle did you use to have?
  6. What clothes did you use to have?
  7. Were you badly behaved at school? What bad things did you use to do?
  8. What did you use to do at the weekends?
  9. What did you use to do at Christmas?
  10. How has the place where you grew up changed in your lifetime?

There used to be a (park/playground etc.)

Follow up:

Students write a composition detailing all of the things that they used to do when they were younger and explaining why they don’t do them anymore.

Posted in Conversation Classes, Grammar Classes

3rd Conditional: Balloon Debate

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This is a conversation lesson plan to practise past (3rd) conditional structures whilst debating the value of specific professions to society. Credit to the university of Kent for the inspiration for the activity. I have changed the wording of the task slightly so that students must imagine a world without the achievements and inventions of some famous names from history.

You will need the handout, I have made 4 versions:

Intermediate teens:

Balloon Debate intermediate teenagers

Intermediate adults:

Balloon Debate Intermediate adults

Advanced teens:

Balloon Debate Adv teenagers

Advanced adults:

Balloon Debate Adv adults

I planned this as an activity to practise uses of advanced 3rd conditional structures such as:

But for + noun phrase, would/could/might have….

But for Thomas Edison, the lightbulb would have been invented much later.

Or inverted past conditionals:

Had it not been for Shakespeare, we wouldn’t have such a rich vocabulary.

You may want to preteach these structures using my other materials which you can find here and here.

Below you will find they advanced adults version of the activity.

Balloon Debate

You are in a hot air balloon which is losing height rapidly and will soon crash because it is overweight. You are travelling with a group of school children who will grow up to be very famous. You have to decide which 7 to throw over the side; if the balloon crashes you will all die. The passengers are:

  • Mother Teresa
  • Mao Tse-tung
  • Mahatma Gandhi
  • Florence Nightingale
  • Nelson Mandela
  • Mikael Gorbachev
  • Charles Darwin
  • William Shakespeare
  • Diego Maradona
  • Albert Einstein
  • Leonardo da Vinci
  • Abraham Lincoln
  • Beethoven
  • Vincent Van Gogh
  • Jane Austen
  • Steve Jobs

 

Language

Conditionals Making Decisions
If_____ hadn’t invented_____, _____ wouldn’t have happened. There’s no way we’re throwing ______ overboard because______
But for ________ we wouldn’t have________. Throwing _______ is out of the question because________
If it hadn’t been for ______, we wouldn’t have _______ now I think ________ is expendable.
Had it not been for _______, we wouldn’t have________. What did _______ really do for us?

Examples:

If Charles Darwin hadn’t discovered evolution, society wouldn’t have developed like it has.

If it hadn’t been for Gandhi, India would still be a British colony.

But for Shakespeare, we wouldn’t have such a rich language.

Had it not been for Abraham Lincoln, the slaves wouldn’t have been freed.

Homework Activity:

Students write an essay examining two of the people from the balloon and deciding which one has contributed most to society. They must compare and contrast the achievements of the two and reach a conclusion as to which should be crowned as the most inspiring person in history.

Posted in Conversation Classes, Grammar Classes

Infinitives

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This is a lesson plan for intermediate students to practice different uses of the infinitive through games and conversation.

You will need the lesson plan, students worksheet and articulate cards.

Infinitives Lesson Plan

Infinitives students sheet

Articulate Object Cards

Warmer

Play the classic memory game: “I went to the shops to buy…”

Teacher starts: “I went to the shops to buy a loaf of bread” (encourage use of partitives – loaf of bread, bar of soap, carton of milk etc.)

Next student must repeat the sentence and add another item, continue until you have a huge shopping list of items.

Infinitives of purpose

Have students repeat back the sentences “I went to the shops to buy…”

Ask them what the infinitive expresses? Purpose/reason, introduce the title: infinitives of purpose. Students complete the matching exercise.

Match the sentences halves 1-6 a-f to make sentences using the infinitive of purpose.

1.       I go to the gym 3 times a week a.       To give to her mother.
2.       I went to the supermarket b.      To see the new Woody Allen film.
3.       We went to the cinema c.       To do the weekly shop.
4.       I drove all night just d.      To clean underneath it.
5.       He lifted up the sofa e.      To keep fit.
6.       She bought chocolates f.        To see you.

Key: 1-e, 2-c, 3-b, 4-f, 5-d, 6-a.

In these sentences we can also use “in order to” to be more formal.

We often use “so as” with a negative infinitive to express purpose.

She’s leaving now so as not to arrive late.

1.       She entered the house quietly a.       So as not to hurt his feelings.
2.       He turned the volume down b.      So as not to wake the children.
3.       She stopped eating chocolate c.       So as not to burn the onions.
4.       They told him the terrible picture was lovely d.      So as not to miss the start of the film.
5.       He turned the heat down e.      So as not to annoy the neighbours.
6.       They hurried f.        So as not to put on weight.

Key: 1-b, 2-e, 3-f, 4-a, 5-c, 6-d.

Game – Articulate

Cut up the object cards on the hand out. Split class into teams. Each team has 1 minute to describe the objects on the cards using an infinitive of purpose:

It’s an object we use to eat soup. Spoon!

For each card they get 1 point.

Verbs with infinitives

The following verbs are all followed by the infinitive. Use them to answer the questions below.

Decide Want Need Would like/love Learn Pretend Promise Forget + an obligation
  1. What did you want to be when you were a child?
  2. Do you always keep your promises?
  3. Have you ever broken a promise?
  4. When did you learn to ride a bike?
  5. Have you ever forgotten to lock your door?
  6. Have you ever forgotten to pick up your keys?
  7. What’s the worst thing you’ve ever forgotten to do?
  8. Who did you pretend to be when you were playing as a child?
  9. Have you made any big decisions recently? What have you decided to do?
  10. What would you like/love to do this year?
  11. What do you want to have for dinner tonight? What do you think you will have?
  12. Is there anything important you need to do this week? Do you think you will do it?
Posted in Grammar Classes, Video Classes

Chucky’s Participle Clauses

Photo credit: http://www.eltern.de/foren/2007-plauderforum-neu/1181239-chucky.html

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This is a lesson plan for higher levels (C1+) to teach participle clauses based around the theme of phobias and horror films.

You will need to download the powerpoint and lesson plan:

chuckys-participle-clauses-update

chucky-worksheet

Chucky’s Participle Clauses Lesson Plan

Warmer

What are you scared of?

Brainstorm different phobias on the board.

What gives you nightmares?

Have any specific films given you nightmares?

Have you seen any of the Chucky films?

Chucky Prank Video

Show the Chucky bus stop prank video until 2:20, tell students to focus on the actions:

Have them report back the different actions they saw.

Powerpoint

Go through the powerpoint, it will take students through present participle clauses and perfect participle clauses.

Guess My Job Game

Cut out and give out the job cards on the hand out, tell students to keep them secret from the rest of the class.

Students have to imagine that they are the person on their card; they have been invited to the class to share their experiences with the other students and give advice using participle clauses.

Example: Explorer, Having traveled all over the world, I can say that there’s no place like home. Having learnt 6 different languages, I thoroughly recommend it because it has broadened my mind immensely.

Give students a couple of minutes to think of their sentences, they then read them to the rest of the class who have to guess what job card they were given.

Having robbed a lot of banks, I have loads of money” “Are you a bank robber?” “Yes, I am!”

Homework

Set a film/book review task as participle clause can easily be used to describe narratives, encourage students to use at least 2 in their review.

Seeing her sister nominated to participate in the Hunger Games, Katniss volunteered to take her place.”

Having never seen a troll before, Bilbo was petrified.”

Posted in Games, Grammar Classes, Warmers

Advanced Relative Clause Pictionary

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Photo credit: http://www.lamaestrachiara.com/inglese/song/green-bottles/ten-green-bottles.htm

This is a revision lesson plan for CAE students studying advanced relative clause phrases such as: all of whom, some of which etc.

Here’s the handout:

Advanced Relative Clause Pictionary

Step 1

I use this game as a revision/warmer after we’ve already studied advanced relative clause phrases with which and whom.

Draw two columns on the board with the titles which (objects/things) and whom (people) and have students recall as many relative clause phrases as they can:

Which (objects/things) Whom (people)
In which (where)

All of which

Some of which

None of which

Both of which

Neither of which

(1,2,3) of which

All of whom

Some of whom

None of whom

Both of whom

Neither of whom

(1,2,3) of whom

Students may struggle with the difference between neither of whom/which and none of whom/which.

Neither refers to just two people/things where as none refers to a group of at least three:

Two students came to class, neither of whom had done their homework.

Ten students came to class, none of whom had done their homework.

There were two buses waiting to take people to the city centre, neither of which had enough space for us.

There were three buses waiting to take people to the city centre, none of which had enough space for us.

Cut out the hand out and divide the class into teams, one volunteer must attempt to draw the situation described in the picture, the team that calls out the corresponding sentence gets 1 point. Continue until all the situations have been used.

Draw the following sentences:

A group of children, some of whom are wearing hats, are waiting for the bus. Four houses, two of which are on fire.
A group of men, all of whom are wearing glasses, are watching TV. Two dogs, both of which are eating bones, are at the beach.
Two men, neither of whom has hair, are playing tennis. Two pizzas, both of which have mushrooms, are on the table.
Two snakes, both of which are green, are sleeping on the carpet. Ten bottles, all of which are full, are sitting on the wall.
Five babies, two of whom are sleeping, are lying on the bed. Five cats, some of which are black, are playing with a ball.