The aim of this session is to show teachers ways of using basic shapes to
Maximise language production – effective spoken and written communication
Minimise lesson preparation by making activities as simple as possible and including students in the process
Activities which
- maximise student involvement
- draw on students' personal experience
- use the students as a language resource
- respond to students’ multiple intelligences
- draw on students' personal experience
- use the students as a language resource
- respond to students’ multiple intelligences
MUSIC CIRCLES
Level: all levels
Aim of the activity
To practise a chosen question structure or selection of structures.
Preparation
Prepare a question structure (or a variety) that will generate a wide range of verb phrases. Or questions connected with a particular topic, vocabulary area.
Prepare a question structure (or a variety) that will generate a wide range of verb phrases. Or questions connected with a particular topic, vocabulary area.
For example,
What did you do at the weekend? What did you do on your last holiday? What did you do last night?
Get some lively music and a music player.
What’s your favourite shop?How often do you go shopping?
What do you spend most of your money on?
Procedure
Divide the students into 2 groups.
Ask the students to stand in two circles, one inside the other.
Tell the students they are going to dance/move in a circle and when the music stops that they should turn to a partner in the other circle and ask a question.
Play and stop the music, either saying the question for the students to repeat or pointing to it on the board. The inside circle students should ask the question first. The outside circle students should ask the question after giving their own answer.
CHANGE PLACES IF…
Level: all levels
Aim of the activity
To practise vocabulary and structures e.g. clothes, likes and dislikes, present continuous, future forms, present perfect, etc.
Preparation
Ask the students to sit in a circle or several circles if you have a big class.
Ask the students to sit in a circle or several circles if you have a big class.
Procedure
Stand in the middle of the circle. If there are several circles, ask a different student to stand in the middle of each circle. The person standing in the middle does not have a seat in the circle.
Start the activity by giving an instruction using the target language. For example, "Change places if you're wearing a watch."
All the students stand up and sit down again in another seat. The person standing in the middle of the circle tries to sit down in a free seat. The person left without a seat now gives a new instruction. For example, "Change places if you're wearing white socks."
Stand in the middle of the circle. If there are several circles, ask a different student to stand in the middle of each circle. The person standing in the middle does not have a seat in the circle.
Start the activity by giving an instruction using the target language. For example, "Change places if you're wearing a watch."
All the students stand up and sit down again in another seat. The person standing in the middle of the circle tries to sit down in a free seat. The person left without a seat now gives a new instruction. For example, "Change places if you're wearing white socks."
CIRCLE TIME
Level: all levels
Aim of the activity
To bring the class together and to focus students’ attention, to recycle a recently learnt structure or vocabulary.
Preparation
Get a soft object such as a beanbag to throw. Decide on a question and answer to practise or a topic area to discuss.
Get a soft object such as a beanbag to throw. Decide on a question and answer to practise or a topic area to discuss.
For example,
What’s your favourite… colour/football team/band/fruit/toy? When I grow up, I want to be . . .
I feel happy when . . .
Procedure
Put the students into one large circle (preferably) or divide the students into groups (of at least 12).
Give one of the students the object
Ask the student to throw it to another student in the circle and ask the question. The students should take turns to that everyone has a chance to ask and answer. Students can pass/give/roll the object instead.
HARRY POTTER’S POT
Level: all levels (especially younger learners)
Aim of the activity
To practise adjectives and nouns in silly combinations!
Preparation
Brainstorm recently learned adjectives and nouns, write them on the board if necessary.
Brainstorm recently learned adjectives and nouns, write them on the board if necessary.
Ask the students to imagine that they are Harry Potter, creating a magic spell. Ask what the class would like a spell for
For example,
We would like our team to win the World Cup. We would like to have chips every day for lunch.
We would like school to close for the day.
Ask the students to stand up and pretend to stir a wizard’s magic pot.
Ask each student what he/she would put into the pot and stir it. They should choose an adjective from the brainstorm and add an unlikely noun.
A long car
A crazy frog
A blond sofa
A clever banana
Try not to repeat any combinations
When each student has had a turn, ask the students to write out the spell on some paper
(stained with tea, if you have time) and decorate it with magic stars and swirls.
YOU’RE A STAR BECAUSE
Level: all levels
Aim of the activity
To foster positive self-image and attitudes to class members.
Preparation
Draw a star shape on the board for students to copy.
Give each student the name of another student in the class (and keep it secret). Give each student a piece of paper and ask them to draw a star (and cut it out). Brainstorm positive personal attributes.
Tell the students to write a positive message for their secret friend.
Draw a star shape on the board for students to copy.
Give each student the name of another student in the class (and keep it secret). Give each student a piece of paper and ask them to draw a star (and cut it out). Brainstorm positive personal attributes.
Tell the students to write a positive message for their secret friend.
For example,
You’re a star because you make me smile.
You’re a star because you are kind.
You’re a star because you are funny.
You’re a star because you help me when I have a problem.
Ask the students to give their sentence to the person (star) that they wrote it for, and say the sentence at the same time.
When everyone has delivered their sentence, ask the students to stand up and do a ‘star jump’, repeating ‘I’m a star because...’
SENTENCE WHEELS
Level: all levels
Aim of the activity
To practise a chosen structure or selection of structures.
Preparation
Prepare a sentence stem/s that will generate a wide range of verb phrases.
For example,
Prepare a sentence stem/s that will generate a wide range of verb phrases.
For example,
I’d like my teacher to (I’d like my students to)
I wish my parents would
I’ve never
In the summer holidays, I’m
I can
Procedure
Dictate the stem to the students asking them to write it at the top of a sheet of paper.
Tell them to draw a large circle with eight (or more) lines, so that it looks like a bicycle wheel. Tell them to complete the sentence stem, using their own ideas, along each line.
Dictate the stem to the students asking them to write it at the top of a sheet of paper.
Tell them to draw a large circle with eight (or more) lines, so that it looks like a bicycle wheel. Tell them to complete the sentence stem, using their own ideas, along each line.
They can check each other’s work, ask questions and make comments. They can feedback to the whole class using ‘Both of us . . .’ ‘Neither of us . . .’ or ‘I . . . but my partner . . .’
Get everyone standing up and listening to feedback and if they have the same sentence, they can sit down!
DISCUSSION WHEELS
DISCUSSION WHEELS
Level: all levels
Aim of the activity
To practise vocabulary, structures, sounds or topics.
Preparation
Get a small coin for each pair of students in the class. Prepare a structure, word, topic or tense that you want to practise. You’ll need eight items.
For example,
Get a small coin for each pair of students in the class. Prepare a structure, word, topic or tense that you want to practise. You’ll need eight items.
For example,
Make and Do expressions
Make a phone call, make arrangements, make a mistake, make an excuse
Do housework, do shopping, do something interesting, do one’s best
Make a phone call, make arrangements, make a mistake, make an excuse
Do housework, do shopping, do something interesting, do one’s best
Past time markers
Yesterday, last night, at the weekend, last year, on Sunday, on my last birthday, last Christmas, an hour ago
Recently learnt vocabulary items
Phrasal verbs
Words that have the unvoiced /th/
Procedure
Tell the students to draw a large circle with eight lines, so that it looks like a bicycle wheel. Either dictate the items that you want to practise, or ask the students to brainstorm them. Tell the students to write each item in one space on the wheel. Hand out a coin to each pair of students.
Tell students to take turns to spin a coin on the wheel and ask and answer questions. The student who spins the coin must ask a question using the language in the space that the coin lands on.
Variations
Instead of asking and answering questions, students can speak for a minute on a topic, or find words containing a particular sound to read out, or find collocations for the word.
Discussion wheels can be swapped between pairs of students (good for fast finishers).
SENTENCES IN A HAT
Level: all levels
Aim of the activity
To practise structures and question forms.
Preparation
Cut up scrap paper into small squares so that there are three or four for each student in the class. Or . . . ask the students to do it!
Procedure
Give three or four small blank pieces of paper to each student in the class and ask them to write one piece of information on each piece of paper.
For example,
to practise simple past forms: things you ate or drank yesterday / things you did at the weekend futures : three things you're going to do tonight or at the weekend
the present perfect: places you have visited / books you have read in English / things you’ve always wanted to do, but haven’t yet!
Conditionals: things you would do if you won £1,000,000
For example,
to practise simple past forms: things you ate or drank yesterday / things you did at the weekend futures : three things you're going to do tonight or at the weekend
the present perfect: places you have visited / books you have read in English / things you’ve always wanted to do, but haven’t yet!
Conditionals: things you would do if you won £1,000,000
Then ask them to fold up their pieces of paper and put them in a hat (or a box).
Mix up the folded bits of paper in the hat or box and ask the students to take one each, unfold it and find the person who wrote it by asking questions.
MY FRIENDS/FAMILY AND ME!
Level: all levels
Aim of the activity
To encourage students to talk about the meaningful people in their lives. To focus on particular structures or language of personal relationships.
Preparation
Ask students to bring in a picture of themselves. Collect some scrap paper
Procedure
Ask the students to draw a circle and write ‘ME’ in the centre of it (stick a photo if they have one), then a series of larger circles around it.
Ask the students to write the names of friends/family in different places on the circles depending on how close they feel to them.
Ask the students to write a sentence about each of the people on a separate piece of paper. Tell students to ask and answer questions in pairs about their friends/family.
Ask the students to draw a circle and write ‘ME’ in the centre of it (stick a photo if they have one), then a series of larger circles around it.
Ask the students to write the names of friends/family in different places on the circles depending on how close they feel to them.
Ask the students to write a sentence about each of the people on a separate piece of paper. Tell students to ask and answer questions in pairs about their friends/family.
GOOD, BETTER, BEST
Level: Upper Elementary and above
Aim of the activityTo practise comparative structures, and language of opinion.
Preparation
Cut up scrap paper into small squares so that there are four for each student in the class. Or
Cut up scrap paper into small squares so that there are four for each student in the class. Or
. . . ask the students to do it! Make sure you and your partner don’t have any the same.
Procedure
Ask the students to write a noun on each of their four squares of paper. Collect all the pieces of paper and shuffle them.
Ask the students to work in groups of 3 or 4 and share the pieces of paper out between the groups.
Ask each group to make two piles of words, face down and then take it in turns to turn up a word from each pile. They should use the words they have turned up to make a comparative sentence.
You can make this activity more specific by asking the students to write words in a given category, e.g. animals, famous people, jobs, leisure activities, inventions (used by teachers e.g., OHP, laptop, internet, pen, scissors, whiteboard, tape recorder, i-pod), character traits, crimes etc.
Ask the students to write a noun on each of their four squares of paper. Collect all the pieces of paper and shuffle them.
Ask the students to work in groups of 3 or 4 and share the pieces of paper out between the groups.
Ask each group to make two piles of words, face down and then take it in turns to turn up a word from each pile. They should use the words they have turned up to make a comparative sentence.
You can make this activity more specific by asking the students to write words in a given category, e.g. animals, famous people, jobs, leisure activities, inventions (used by teachers e.g., OHP, laptop, internet, pen, scissors, whiteboard, tape recorder, i-pod), character traits, crimes etc.
Variation
Ask the students in pairs to rank their nouns in order, according to certain criteria and in their opinion,
for example,
from the smallest to the biggest
the cheapest to the most expensive
the most interesting to the least interesting
the least important/serious to the most important/serious
the earliest to the most recent (chronologically)
the least stressful to the most stressful
GUESS WHAT!
Level: all levels
Aim of the activity
To get the students up and moving (changing the dynamic of a class), to recycle or practise recently learnt structures or vocabulary, to introduce a topic.
Preparation
Cut up scrap paper into small squares so that there is one for each student in the class.
Cut up scrap paper into small squares so that there is one for each student in the class.
Give each student in the class a "piece of paper’. Ask them to write three pieces of information in random order,
for example,
one thing they like, / one they don't like /
one they don't mind one thing they are frightened of / bored by / annoyed by
one thing they can do well / can’t do at all / can do a bit
one thing they often do / rarely do / sometimes do at the weekend
a CD they have / a CD they would like to buy / a CD their parents listen to
They must only write the name of the thing or activity, not complete sentences, and they should not write them in any particular order.
Now ask them to hold up the piece of paper and go round the class reading the other students' ‘papers’ and guessing which pieces of information are which.
SHAPES DICTATION
Level: all levels
Aim of the activity
To get to know one another, to practise and revise chosen structures or vocabulary, to generate discussion of a topic.
Preparation
Prepare a master copy of the questions you are going to ask and the shapes you are going to ask the students to write in. You can prepare blank handouts of the shapes for each student in the class – alternatively, you can dictate the shapes.
Prepare a master copy of the questions you are going to ask and the shapes you are going to ask the students to write in. You can prepare blank handouts of the shapes for each student in the class – alternatively, you can dictate the shapes.
For example:
a triangle in the centre of the circle
a line under the triangle
a small circle to the right of the triangle
a small circle to the left of the triangle’
a small circle to the right of the triangle
a small circle to the left of the triangle’
Procedure
Make sure each student has one copy of the blank shapes.
Read out your instructions. ‘There’s a triangle in the centre of the page – in it, write something you are good at.’
Make sure each student has one copy of the blank shapes.
Read out your instructions. ‘There’s a triangle in the centre of the page – in it, write something you are good at.’
Some other ideas you can use are:
Your favourite shop
The football team you support
A place you’d like to visit
Topics you like talking about
A good film you’ve seen recently
The name of someone who has influenced you
The number of hours you sleep
What you do if you can’t sleep
Y if you remember your dreams N if you don’t
Continue until the students have written in all the shapes.
Then ask the students to work in pairs and to exchange information by explaining what they have written in their shapes.
Then ask the students to work in pairs and to exchange information by explaining what they have written in their shapes.
Variation
Students can swap papers and prepare written questions about the information and ‘interview their partner’ for a class magazine (good for changing pairs in class, so that the same students don’t always work together).
SHAPE PERSONALITY TEST
Level: higher levels
Aim of the activity
To practise and revise adjectives. To have fun. To raise students’ personal awareness.
Preparation
Draw a single circle, a triangle, 3 circles, a rectangle and a line going upwards on the board. Number them 1 – 5.
Draw a single circle, a triangle, 3 circles, a rectangle and a line going upwards on the board. Number them 1 – 5.
Procedure
Ask students to copy them.
Then ask students to draw round the shapes to create something else. Ask them to write 3 adjectives describing what they have drawn.
Then give students an explanation of what each drawing means.
Ask students to copy them.
Then ask students to draw round the shapes to create something else. Ask them to write 3 adjectives describing what they have drawn.
Then give students an explanation of what each drawing means.
1 = how you see yourself
2 = what you think of your family
3 = what you think of your friends
4 = what you think of the opposite sex
5 = how you see your future
In small groups or pairs, students can then discuss and agree/disagree with how their personality is represented.
