Eating out!

Click:

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.

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

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. 

role-play

Strangers on a train
This is an excellent activity to promote oral fluency practice & specific language practice at the same time.

Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train - the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorise & that it's secret - give them out, students memorise & you take them back in.

Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation & not split into two as the others will miss their lines when they come to say them.

The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (eg. My girlfriend sleeps in the garden). I had to do this in a Spanish lesson when I first started learning the languiage & my line was 'yo tampoco' - 'me neither' - so I had to wait for a negative to say my line.

At the end the students then tell each other what they thought were each others' lines. It's an activity that you can use again & again & it's lots of fun!

website with games :)

This is a website with a lot of games for English lessons. Check it: http://iteslj.org/c/games.html

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.

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

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

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

tongue twisters!!!!!!!!!!!!!

Here are some cool English Tongue Twisters, have fun !  

A good cook could cook as much cookies as a good cook who could cook cookies
I saw a saw that could out saw any other saw I ever saw.


Betty Botter bought some butter, but she said "this butter's bitter! But a bit
of better butter will but make my butter better" So she bought some better
butter, better than the bitter butter, and it made her butter better so 'twas
better Betty Botter bought a bit of better butter!        
 
Black bug bit a big black bear. But where is the big black bear that the big black bug bit?


A big bug bit the little beetle but the little beetle bit the big bug back.


If you understand, say "understand".
If you don't understand, say "don't understand".
But if you understand and say "don't understand".
How do I understand that you understand? Understand!

My name is me (A2-B2)

Students will use prior knowledge, vocabulary knowledge, and creative thinking to complete the following activity. It can be done individually, in pairs, or as cooperative teams.

Each student will print his or her name vertically down the left-hand side of a sheet of lined paper, writing each letter separately. The student will try to think of a self-descriptive word or phrase that matches each letter of their name.

Students are to write a descriptive paragraph or story about themselves, using the words or phrases they have selected and any others they can think of as they are writing their paragraphs. The students are to share their writing selections with the class.
Example

My name is Miguel. I am an intelligent young man with a magnificent mind. My friends like me because I am a very unselfish person, who is always willing and eager to help others. I am also an extremely eager and ambitious leader, who can follow as well as lead. I am brave and gutsy. I am not afraid to try new things and go to new and different places.


In this link you have more strategies for empowering students and practise their english: http://urbanext.illinois.edu/ce/strat98.html

JEOPARDY

click on this link to play: JEOPARDY GAME

This game is jeopardy. This is a classroom game where students choose points and answer questions to score points. Review sports, hobbies and activities. 

DESCRIBING PEOPLE (ALL LEVELS)

Each student will write a self-description without names on a sheet of paper. Emphasize that the students are to concentrate on their positive characteristics. The descriptions should include physical attributes such as color of eyes, hair, skin, height, and weight. Other non-physical attributes should also be included, for example, loves to play jokes on friends, always smiling, very helpful, never late for school, is unselfish, and plays fair.

The students' self-descriptions are to be folded and placed in a box or bag. Have a student, one at a time select a folded sheet from the box or bag and read the descriptions to the class. The class will then try to guess who the mystery person is. This process should be repeated until all slips of paper have been drawn.

IF I HAD THE POWER (INTERMEDIATE B1-B2)

IF I HAD THE POWER 

Students will use their knowledge and/or experiences about various topics to help them complete the following activity. Place the students in cooperative groups. The teacher will write statements similar to those listed below on the board. Students will think of ways they can address the problem or situation. Each group will discuss the same problem. After deciding on a possible plan of action or solution, each group will select a reporter who will share the team's plan.

The students will discuss how they formulated their plan and why they think it would work. Sample statements are listed below. The students should be encouraged to add to this list.
"If I had the power to ________, I would . . .

get someone to clean my room everyday, I would . . .stop children from going to bed hungry, I would . . . help older people, I would . . . get my mother to let me eat only what I liked, I would . . . stop children from fighting with each other, I would . . . make my (some relative or friend) feel better, I would . . . make my school a neat and clean place, I would . . . stop people from selling drugs in my neighborhood, I would . . . help everyone in my classroom get good grades, I would . . . stop wars in other countries, I would . . . buy my family a new home, I would . . . give everyone a loving family, I would . . .

ExampleIf I had the power to eat ice cream for breakfast every day, I would rent a big rental truck, drive it to the supermarket, and fill it with every flavor of ice cream the store had. Every day I would eat a different flavor; maybe on some days I would mix two flavors together. Since I would have the power, I would let my little sister eat ice cream for breakfast too.

conversation game

https://docs.google.com/document/d/1DBTkj459e1Vd--YQTSPX1mH9pQ5rXMItLxtoYiTr_Mg/edit?hl=en&authkey=CN3v884F

Este es un juego para realizar en parejas. Cada alumno tiene su información sobre un viaje hipotético. Su compañero debe realizar preguntas en inglés para adivinar a dónde va a viajar su amigo, qué ropa va a llevar, etc.
Para terminar el ejercicio yo les propuse escribir las respuestas de sus compañeros.

Este ejercicio está bien para practicar el "be going to".

Crosswords

Crosswords. Learning vocabulary.

http://www.merriam-webster.com/game/uclick/jumblecrossword.htm