This is a fun revision activity I have designed for my C2 students to revise some of the vocabulary we have studied this year. It’s based on a series of lesson plans and activities I have used throughout the course, all of which you can find on the blog. Download the student handout, answer key and PowerPoint below:
Show students the PowerPoint that will explain the rules. They should work in pairs or groups of 3 and come up with a team name. The second slide will explain the concept of a joker round. Each team can play their joker round once to get double points in one round, but they must decide when they want to play their card before they see the questions. So each team must decide when to use their joker round before the quiz starts based on the titles of the different categories. Make a note of the round each group has chosen for their joker before starting the quiz.
Give out the student handout and give them 5 minutes to complete round 1, if covid restrictions allow you could then have them pass their papers to the next team in order to correct them, if not, they can correct their own.
The winning team is the one with the most points at the end of the 8 rounds!
This is a game that can be adapted for a range of levels. I thought it up specifically for students to practice for the FCE/CAE/CPE speaking part 1, in which candidates must give complete answers to a series of interview style questions.
You will need Adam Simpson’s amazing blockbusters powerpoint game which you can download here. You will also need a list of typical Cambridge exam questions which you can download below. Alternatively, for non-exam classes, you can play the game with the “Just a minute” topic cards also included below with the class procedure and rules.
Divide the class into two teams, orange and green, show the blockbusters power point. The green team’s objective is to make a line of tiles from left-to-right across the board, while the orange team has to do the same but from top-to-bottom.
Teams claim a tile by speaking about a topic for a minute with no hesitation, repetition or deviation. For lower levels you could change the time limit to 30 seconds and be more lenient with hesitation repetition and deviation. Students nominate one member of their team to go first.
The team decides which tile they want to try to claim. The teacher chooses a question from the list or a topic from the “Just a Minute” topic cards. The student must then speak for a minute about the topic, if they hesitate, repeat themselves or deviate from the topic the teacher stops the stop-watch and a member of the opposing team can try to talk for the rest of the minute to claim the tile for their team.
Well, let me see…
That’s an interesting question…
What I’m trying to say is…
What I want to say is…
Probably the (most important)…
Speaking of…, … (Speaking of living abroad, my sister is currently living in…
That reminds me…
Before I forget…
On top of that…
… as well.
Just a Minute Topic Cards
The best advice my parents ever gave me.
The best day of my life.
Being an only child
My favourite dessert
Falling in love
The most annoying thing in the world
My favourite toys as a child.
The worst thing about living in Barcelona
My most embarrassing moment
My favourite hobby
How to cook the perfect paella
Making a cup of tea
Learning to drive
Things that make me angry
What I was like as a child.
The best way to propose to your boyfriend / girlfriend
Draw or project the star from the handout on to the board. Write a different word or phrase related to your life at each point of the star. For example, you could write your partner’s name, your pet’s name, your favourite band etc.
Tell the students that each point represents something important from your life. Put them in small groups, they then have to discuss what each word or phrase represents. Encourage them to use modal verbs of deduction:
“Fido” could / might be his dog’s name. It can’t be his wife’s name.
When they have finish have them put forward their ideas, tell them if they are right or wrong and explain a little about each subject.
Put the students in pairs or threes and give out the handout. Give them 5 minutes to write something at each point. Students then ask and answer questions about each others lives and share information to get to know each other. Tell them to try and remember as much information as possible.
Students change partners or groups. They must then tell their new group as much information about their old groups as the can remember. This is a good way for the students (and the teacher) to use and remember all the other students names.
At the end of the class have the students recall as much of the information they learned about you as possible. Put them in groups, give them a star they have to remember all your points.
Use the sheet Red Herrings to introduce the game. Choose one of the examples from the sheet and put it on the board.
There are strange words with 3 possible definitions, put SS in teams, pairs or threes depending on numbers. SS have to decide which is the correct definition, encourage them to explain why they think it is correct, they should use modal verbs of deduction:
It can’t be number 1 because
It could be number 2 because
It must be number 3 because
Each team gets 1 point for each correct guess.
Do 2 examples if necessary. Then you can either give the students the strange English words with the correct definition (on the handout) and they have to invent to fake ones, or you give them the dictionaries and they find strange words themselves.
Students must prepare 3 definitions (1 real, 2 fake) with a sentence example. Teacher must check definitions and sentences for accuracy before they’re used in the game, if there are mistakes it is obvious which ones have been invented.
Give SS time to write their definitions and correct them, then play the game as a class, each team reads out a word and the 3 definitions and the others must guess which one and explain their decisions. SS get 1 point for a correct guess and the team whose word it is gets 1 point for each team they tricked the others into guessing a fake definition.
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.