Wednesday, December 20, 2017

Practicing 'should' with a game

You can do this activity after introducing and doing some practice on the modal 'should'.
  • Ask students to take a piece of paper and write a problem they have. It's best if it is a real problem, but they can obviously make something up if they don't want to talk about their problems in class. 
  • Ask each student to write a nickname.
  • Collect the pieces of paper in a box, mix them up a little, and give them back to the students making sure that nobody gets their own paper back.
  • Ask students to write some advice for the problem they receive.
  • When they are finished writing their advice, ask students to read it out for the whole class.

Saturday, March 4, 2017

Speaking practice with modals of deduction (may, might, must, could)

This activity aims to help learners practice modals of deduction. (Have a look at this post to learn more about these modals.)
  • Students work in groups of up to 6. (If you have fewer than 6 in each group, just don't use all the photos.)
  • Each student gets one of these photos. (I asked them to choose one of the photos without showing them what was in the photo.)
  • They try to guess what these inventions are and try to justify their deductions. (e.g. This must be something for working people because it is attached to a tie.)
  • The group members also share their opinions about the same photo, if any.
  • All the group members take turns doing the same until they have discussed all the photos.

Friday, February 17, 2017

Charities (Speaking practice with comparatives)

Aim: to practice grammar (comparatives and superlatives) and vocabulary (language related to the environment, animals and charities, giving opinions)

Grouping: whole class, then groups of five, but the activity can be tailored to smaller numbers (just do not use all of the charities)

Monday, May 30, 2016

Introducing Reduction of Relative Clauses (with Freaks and Geeks)

Teaching grammar can get taxing. One week of classes that most instructors fear in our school is when we have to introduce reduction of relative clauses. The materials provided by our school are sometimes too rule-based and deductive, so I have come up with an alternative version to introduce reduction in relative clauses.

Image taken from Google Images

Monday, May 23, 2016

Materials Adaptation (Language Leader Intermediate Unit 8 Lesson 4)

In our school, where students learn English in a two-semester intensive program before they start their academic studies, we use Language Leader as our main textbook. We use the same book every year, which I think is the case in most schools, and it kind of gets dull after some time. That's why, a colleague of mine and I adapted this lesson to make it more relevant to the learners' lives and (hopefully) more interesting. We didn't need to use the book itself (believe me when I say not using the textbook does make a lot of difference sometimes) although we extracted the listening part from it.

It is a speaking lesson with a focus on discussing possibilities and options as well as problem solving. It starts with the following extract from the Lakeside College prospectus, and asks learners to talk about which facilities would interest them and what sort of things students at university often complain about.

Friday, May 20, 2016

Verb + -ing or verb + infinitive (Speaking practice)

As you know, after certain verbs we use the -ing form, and after other verbs we use the infinitive. Sometimes we can use either form and there is no change in meaning. Occasionally we can use either form and there is a change in meaning.

If you'd like to learn more about the rule for whether we use the -ing form or the infinitive after a certain verb, take a look at this document on the British Council website.  For verbs there are used with either with a change in meaning, you might want to refer to a comprehensive grammar book.

Wednesday, May 11, 2016

Speaking practice with future tenses

I used this activity to give my students practice with future tenses (will, be going to and the present continuous) with pre-intermediate students. I printed the cards on this worksheet and cut them out. I paired up the students and gave each person half of this set of cards. Then, I asked the students to randomly pick a card from their own set of cards, and answer the question without telling their partner what the question is.  Their partner's job is to try to guess the question based on the answer. It might be a good idea to warn the students not to repeat the words in the question since it might give away the answer too easily. When s/he guesses the question correctly, they change roles and repeat the same procedure.