A great website (thousands of worksheets)

http://en.islcollective.com/worksheets/search_result?Level=Pre-intermediate+%28A2%29&Vocabulary_Focus=Daily+routines

What should I purchase?

Students will listen to commercials on the radio, watch them on television, and read advertisements in the newspapers, magazines, and "junk mail" received at home. This activity can be done individually, in pairs, or in teams.
Have a dialogue about commercials and focus on how and why they are successful in getting people to buy certain products, cars, and foods. How are these commercials able to convince people that they should spend their vacations in a particular country or on a certain island? Ask students why their parents shop at a specific clothing or food store and why they purchase certain brands of blue jeans, shoes, or other items.
Have students read advertisements. Have them select key words or distinctive phrases that catch their attention or appeal to them. They are to make a list of these words and phrases and discuss the reasons for their selections.
Using these key words and phrases as a guide, the students are to select an existing product or create one and write their own "persuasive TV commercials." Each student or team member will present their commercial orally, using their oratorical skills to convince the class that their particular product should be purchased.

What is happening?

A good comic in order to be described using present continuous :)

Speaking in class

Greetings:
All students start milling about the room. Ask them to greet each other,
perhaps just by shaking hands or saying hello. Students just shake hands, move on, and greet the next
student they meet. Then ask the students to greet each other in a more specific way.
Possibilities are: like a lost friend, like someone you don’t really trust, someone you
hate, an ex-boyfriend or ex-girlfriend, someone you are secretly in love with, someone
with bad breath.



by Lindsay Clandfiel

website with all kind of exercises :)

Check it! Readings, writing, listening, speaking...

super-powers

Wouldn't it be great to have super powers? If you could have one super power, which one would you choose?

This is an excellent warm-up to introduce "conditionals".

ice-breaker!

 Room 101
• Ask each person to name three things they really dislike and wish they could lock away into Room 101 forever. I sometimes start the ball rolling myself as students may need a few moments to think of the things they really wish they could lose from their lives. Put them in common and choose one to lock away into Room 101 forever. 

exams B1-B2

En esta web disponemos de todos las pruebas de selectividad de Inglés en Galicia: click para ver

Find your partner...

The teacher prepares SELF-ADHESIVE TYPEWRITER ADDRESS LABELS.

Each label contains a real person's name or the name of a character from fiction or television cartoons. Each named person should have a natural partner, for example if you write a label with the name ROMEO, there should also be a label with the name JULIET stuck on somebody's back. If you have an odd number of students in your class, stick a label on your own back, but let the students do the questioning.

Questions must be of the type that can either be answered with YES or No:

Am I man or a woman? Alive or dead? European or American? Real or fictitious?

Am I a character from a cartoon or a book? Am I rich? Am I famous?

Have I been in the news recently? Am I someone from your country? Britain?

Do I work in sport / music / entertainment / the cinema / the theatre?

ROMEO	JULIET	TOM the cat	JERRY the mouse
POPEYE	OLIVE OIL	Prince Philip	Queen Elizabeth II
Micky Mouse	Minnie Mouse	Stan Laurel	Oliver Hardy
King Juan Carlos	Queen Sofia	André Agassi	Steffi Graff
Nelson Mandella	Winnie Mandella	John Lennon	Yoko Ono
Richard Burton	Elizabeth Taylor	Bonnie (gangster)	Clyde (gangster)
Tarzan	Jane (jungle girl)	The Lone Ranger	Tonto (cowboy)
Prince Charles	Princess Diana	Cinderella	Prince Charming

Simon says..

Simon says (Action verbs + Parts of the body)

Students should only obey the commands if you preface each one with Simon says. If you omit the preface Simon says any student who obeys the command can no longer participate in the game. The last student to remain in the game is the winner.

Simon says: "hands up", "hands down", "thumbs up", "thunbs down", "fingers up", "fingers down".

Simon says: "touch your eyes / ears / nose / mouth with the forefinger / middle finger / ring finger / little finger / of your (right)(left) hand.

Simon says: "put your right hand / left hand / both hands on your right / left knee."

Simon says: "shut / open your eyes", "stand up / sit down", "stand on your right / left leg".

Simon says: "bend your knees / body", "straighten your knees / body".

Simon says: "fold your arms", "put your arms by your side".

Simon says: "wave your right hand", "STOP", "jump up and down", "STOP".

Simon says: "point at the ceiling / floor with the forefinger/ middle finger / ring finger / little finger / of your right / left hand.

Asking for personal details...

SPEAKING 

We have some hypothetical new students in class. The teacher is going to pick three students to play the new students and the rest have to ask for their personal details.

This exercise is good for reviewing descriptions, verbs in present simple, have got, etc.

They have to ask simple questions about nationality, personality, likes and dislikes, hobbies, reason why they moved, etc.

Here you have the cards for the hypothetical new students. 

Maja Age: 14 years old Country: Poland Nationality: Pole Languages: English, Spanish and Polish Likes: Swimming and dancing Dislikes: Maths and videogames Family: Mum, dad, two sisters and a dog Reason why she moved: Her father’s job

Santiago Age: 15 years old Country: Portugal Nationality: Portuguese Languages: Portuguese, Spanish and English Likes: football and street dance Dislikes: Homework, French Family: A dad and a sister. Reason why he moved: They start a new life

Claire Age: 14 years old Country: US Nationality: American Languages: English and Spanish Likes: Internet and pets Dislikes: Salsa and cooking Family: Grandparents, mum, sister, three pets. Reason why she moved: her grandparents wanted to live in Spain

Are you a good friend? /¿Eres un buen amigo?

Aquí tenéis dos versiones (la inglesa y la española) de dos test de la amistad para alumnos con un nivel entre A2 Y B1. Es apropiado para realizar en San Valentín. 

Here you have two versions of the friendship test (Spanish and English). Level A2-B1. It's good for St. Valentine's day

El test de los amigos en San Valentín

1.      Tu amigo no ha hecho los deberes. ¿Qué haces?

a)      Te ríes (0)   b)Le dejas copiar tus deberes(3)           c) Se lo dices a la profesora(0)

2.      Es el cumpleaños de tu amigo. Tú…

a)      Le compras un regalo (3)   b) Le dices “felicidades” (1)        c)Te olvidas (0)

3.      Tu amigo se ha olvidado la comida. Tú…

a)      Compartes (Partager) la tuya (3)   b) Comes tu comida delante de él (0)

   c)Le das dinero (1)

4.      Tu amigo te envía un sms mientras ves tu programa de televisión favorito.

a)      Ignoras el sms  (0)        b) Hablas con tu amigo            (3)        c)Le dices que te llame después (1)

5.      Tienes una nota muy buena en un examen, pero tu amigo ha suspendido. Tú…

a)      Le ayudas en el próximo examen (3)    b)Le dices que es tonto (0)   c)Le dices que no se preocupe (1)

6.      Estás jugando al fútbol y tu amigo se cae. Tú…

a)      Sigues jugando y marcas gol (but) (0)    b)Paras y ayudas a tu amigo (3)    c) Golpeas el balón (1)

7.      Si un amigo te presta (prêter) dinero, tú…

a)      Olvidas devolvérselo (rembourser) (0)    b)Se lo devuelves en un mes (1)    c)Se lo devuelves rápido (3)

8.      A un chico al que no conoces bien se le cae la mochila al suelo, tú…

a)      Le ayudas a recogerla (3)   b) Golpeas la mochila (0)      c)Lo ignoras (0)

9.      Tú mejor amigo está de vacaciones, tú…

a)      Le envías sms todos los días (3)    b) Encuentras otro amigo (0)     c)No piensas en él/ella (0)

10.  ¿Cuántos amigos tienes?

a)      Cientos (0)        b)Un gran grupo (1)       c) Unos pocos amigos especiales (3)

24-30 puntos- ERES UN AMIGO EXCELENTE

20-23 puntos. ERES UN BUEN AMIGO PERO PUEDES SER MEJOR

12-19 puntos  PODRIAS SER MEJOR AMIGO SI LO INTENTAS

1-11 puntos ¿TIENES ALGÚN AMIGO?

Chain Spelling (Shiri-tori)

Chain Spelling (Shiri-tori)

Level: Easy to MediumThe teacher gives a word and asks a student to spell it, and then a second student should say a word beginning with the last letter of the word given. The game continues until someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has been said already, then he/she is out. The last one remaining in the game is the winner.
This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or nouns, verbs, etc.
Submitted by: Huang Shufang

Speaking in class

I propose some images to talk about bullying in class. It can be a good way to work on imperatives in English. We can encourage students to design some posters for the school. We also can use this activity to discover if we have this kind of problem in our school and to talk about that and about other problems such as violence, racism, etc. 

The new student role-play

click on the link: role-play

This is a role-play activity in which your students practise asking for and giving personal details and directions.

Level: Elementary and above

Description
Role-play is a great way for students to try out their English. Most of my students love having the chance to use their language in a realistic way, and often take the role-play much further than I would have thought possible! The quieter students also come out of themselves, their 'new identities' giving them the confidence to speak.

In this role-play, one student is the receptionist of a language school in London and the other is a new student. Each student has a 'role card' which details the information they need to find out from their partner and also the answers that they will give to their partner.

The 'receptionist' needs to find out the name, age, telephone number etc. of the new student. The 'new student' needs to find out the address and directions to the school from the nearest train stop. The receptionist's role card has a simple map which they must describe to the new student. Registration cards and blank maps are provided for students to complete with the information they find out. (If photocopying is an issue, ask your students to use their own notepads to jot down their answers rather than making these additional cards for them.)

More activities in: http://www.teachingenglish.org.uk/try/activities/new-student-role-play

enhance your creative writing skills!

For each picture, do the exercise detailed below, to enhance your creative writing skills. You can do it orally too.

• Describe the picture in detail
• Write three questions for the photos (For example:  Why are the women in the street?
• Why did the photographer take this picture?
• If this were a picture from a movie, what would the name of the movie be? (Use your imagination)
• What happened just before this picture was taken?
• What happened just after this photo was taken?
•  What colors can you see in this picture?  Try to look up unusual shades in the dictionary.
• Describe the character and personality of any one of the people in the photos.

READING AND USE OF ENGLISH (A1-A2)

READING-COMPREHENSION

My Friend Peter

My friend's name is Peter. Peter is from Amsterdam, in Holland. He is Dutch. He is married and has two children. His wife, Jane, is American. She is from Boston in The United States. Her family is still in Boston, but she now works and lives with Peter in Milan. They speak English, Dutch, German and Italian! Their children are pupils at a local primary school. The children go to school with other children from all over the world. Flora, their daughter, has friends from France, Switzerland, Austria and Sweden. Hans, their son, goes to school with students from South Africa, Portugal, Spain and Canada. Of course, there are many children from Italy. Imagine, French, Swiss, Austrian, Swedish, South African, American, Italian, Spanish and Canadian children all learning together in Italy!

Answer these questions.

Principio del formulario

1. Where is Peter from?

2. Where is his wife from?

3. Where are they now?

4. Where is her family?

5. What are the children's names?

6. The school is:

Final del formulario

Classify all the countries, nationalities and languages from the text in this chart:

COUNTRY	NATIONALITY	LANGUAGE
HOLLAND	DUTCH	DUTCH

USE OF ENGLISH

Complete this dialogue with appropriate words:

A Great Workout

(Two friends at the gym)

Janet: Wow, this gym is great! What a _______________workout!
Susan: Yes, I like ________________here very much. What other __________can you do?

Janet: Well, I can play _________, I can do a little _________ and I go windsurfing in the _____________.
Susan: You're very fit! I can't do many sports. I like coming to the gym because the exercises are _________________.

Janet: Listen, I have an idea. Why don't you come to ____________ class with me?
Susan: No, I can't do karate...

Janet: ... but you can learn! Karate is a __________ sport. How about coming with me on _________________?
Susan: well, .... OK.

Janet: Great, why don't we meet at my house at _____________ in the morning?
Susan: Sure, that's a good idea. (changing subjects) By the way, what other hobbies do you have?

Janet: I like ________________, and reading a little.
Susan: Do you like __________________, or baking?

Janet: No, I can't cook. I'm a horrible cook!
Susan: Oh, I love _____________. I tell you what. Why don't I cook lunch after karate _______________?

Janet: Now that's a great idea!
Susan: OK, karate and lunch on Saturday. It's a date!

BINGO!!! B-I-N-G-O!!

El juego del bingo es útil en cualquier clase de lenguas extranjeras. Os dejo un enlace a una página web dedicada al español que dispone de un montón de juegos para imprimir. Estos juegos, especialmente los bingos, nos pueden servir para cualquier clase de LE independientemente de la lengua que sea.
HAZ CLICK: BLOG CON JUEGOS

El inglés de Gaturro

¿Te atreves a corregirlo?

What size is it? (all levels)(description)

Arrange the students in teams. Write the following words on the board:
small large tall smart
smaller larger taller smarter
smallest largest tallest smartest
Discuss the comparative qualities of each with the students. Ask what the difference is between the words in each set. Have them demonstrate their understanding by first creating some type of drawing or picture that depicts the difference in the degree of words. After they have completed their drawings or representations, have them write their descriptions or explanations.
Example
long, longer, longest
Drawing

Descriptions/Explanations
Lina has long black hair, but Sue's hair is longer. Jennifer has the longest hair of all the girls in our room.
Encourage the students to be as creative as they can as they think of ways to describe the comparisons. Have each team share how they described each set of words. Ask whether they can think of other words to compare. Students may contribute other words, such as:

• big, bigger, biggest
• bright, brighter, brightest
• white, whiter, whitest
• black, blacker, blackest
• mad, madder, maddest
• narrow, narrower, narrowest
• wise, wiser, wisest
• neat, neater, neatest