February 14

A Bad Day – Third Conditional

I was doing third conditional with my FCE group this week and it lends itself very well to terrible things which have happened, so I adapted this activity from Lucia Walliams on one stop english and included a bit of FCE-style use of English practice.  You can download the text here – it contains Lucia’s original true or false statements, after which I asked learners what problems Emma had had, such as forgot to set the alarm and a truck splashed her.  They then worked in pairs to create third conditional sentences about her day, e.g. If she hadn’t forgotten to set her alarm, she would have woken up on time, as Lucia suggests in the original plan.

December 9

Making Questions

Question formation is especially tricky for Spanish speakers given that they don’t use an auxiliary verb in their own language and subsequently don’t change the word order between statements and questions, a simple rising intonation suffices.

I do a simple activity called Guess the Question with my YLs to practise question forms and although I adapt the question each day to incorporate new language and structures we see in class, I’m still finding the activity a little limiting as learners are quick to ask the simpler questions, such as What’s your favourite…? and What time do you…? but struggle to think of more complex structures or more abstract questions.

In order to encourage them to focus on question structure, I’m going to do a similar activity to Guess the Question but as a pair activity rather than whole group and with another slight twist.  This time, one learner will have a card with a question on one side and starter-answer on the back, e.g. What time did you go to bed last night? / Last night, I went to bed at… They’ll hold up the starter-answer to their partner and read out the completed sentence, then help their partner to identify and form the question.  The reason for also including the start-answer is that they’re still in the first stages of exposure to the past tense and I want the focus of the activity to be on question formation rather than whether they can correctly conjugate the verb to answer the question.  However, after a few practices in this way, hopefully I’ll be able to take away the starter-answers.

March 5

Character Builds #3

In a previous post, I talked about how to set up a character build in the class and how they can be used to practise specific grammar points.  With my KET group, we recently looked at the present perfect with for, since, just, already, etc.

We did a character build in class and then the learners completed the following worksheet:

Character Build

It appealed to the more creative learners, both artistically and linguistically  and I allowed the learners freedom to answer the questions how they saw fit.  Our character, a lovely Swedish lady who lived in Madrid, had just stolen something from IKEA according to one learner!

March 6

Shark Attack…what happened next?

I’ve done the Shark Attack activity recently with a couple of groups and they really enjoy the task – it’s an easy, enjoyable, controlled practice activity of the past continuous.  However, I was doing a lesson today with past continuous and past simple and adapted the activity so learners would use both tenses.

The first part of the activity was the same: we brainstormed things to do at the beach and then I told them to draw the beach (I didn’t mention a shark) and then mingle to find out what their classmates were doing.  Once we had mingled and done some feedback, I told them to draw the shark and to think about what happened next.  There were some very inventive ideas:

Ana and Elena were swimming in the sea.  When the shark attacked, they died.

Or alternatively,

Álvaro and Carlos were playing football.  When the shark attacked, Álvaro jumped into the sea to save the girls and Carlos called the police.

And even…

Pepe was sitting under an umbrella.  When the shark arrived, he saw Pepe and they fell in love and moved to another country.

image

January 19

Repeating and reviewing the past simple

I’ve recently been teaching the past simple (both regular and irregular verbs in positive statements) to my class of nine-year-olds.  There’s been lots of gesturing behind me to show that we’re thinking about something which happened in the past and I’ve been trying to think of different ways to review, repeat and recycle the material.  This week we did quite a fun activity which allowed them to focus on both the meaning of the verbs and also the different pronunciation in the present and past – especially useful with a lot of the regular verbs and some irregulars, such as read (/red/).

To start with, I asked them to give me some of the verbs we’d been studying in their present and past forms.  Then, when we had about fifteen on the board, I asked them to give me a sentence for each, using the past form.

We did some drilling of the sentences to check pronunciation and then I put them into groups.  One student had to say a sentence and the others had to say whether it was in the past or present.  I monitored and corrected, especially the problem -ed endings!