Activities for AaTeenagers

8/10/2019 Activities for AaTeenagers

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List of Activities1. Vocabulary usage 16. Guess Who? 31. Football Crazy: Shrovetide Football

2. Questions test 17. How to 32. Football Crazy: The FA Cup

3. Debate 18. Mimes 33. Football Crazy: The Apprentice

4. Last letter, First letter 19. Podcast- Moving Home(Part 1: Listening) 34. Tell Me Why

5. Unscramble 20. Podcast- Moving Home(Part 2: Transcript)

6. Call My Bluff 21: Podcast- Moving Home(Part 3: Listening for)

7. Matching Similes 22. Podcast- Moving Home (Part 4: Vocabulary)

8. Crossword Puzzle 23. Idiom cartoon

9. Categories 24. Invent a story

10. I Spy 25. Riddles

11. Drawing Race 26. Tongue twisters

12. Pictionary for the Ears 27. Asking / Giving directions

13. Odd One Out 28. Enigmas

14. Movie Reviews 29. Oral Charades

15. Simple Past song 30. Pronunciation Bingos


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Prepared By: Scarlet Bondesto

Name of Activity: Vocabulary usage

Description:

Vocabulary

Make sure that the student understands the meaning of

the words given.

The student is expected to use some words in sentences.

Teachers Role

The teacher introduces the vocabulary lists for travelling.

The teacher explains how to do the activity by providing

a sample sentence for each word to learn how it is used

in context.

The teacher asks the student to use the words in

sentences.

The teacher corrects mispronounced words.

Students Role

The student defines the words given.

The student uses the given words in sentences.

The student shares her experience about travelling.

Variations

Introduction:

Many people like to travel during their school breaks or

vacations, and these trips might include a visit to a nearby

location or a place overseas. Read the words below and consult

a dictionary if you need a definition. Write a sample sentence for

each word to learn how it is used in context.

1. Youth hostel

2. Baggage

3. Travel agent

4. Boarding pass

5. Vaccinations


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We can vary our vocabularies from simply showing of

pictures depending on the level of the student.

The sample given below is for a pre-intermediate

to intermediate student. The said activity needs

identification first. For beginners, the teacher may

opt to provide a list of words.


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Description:

Questions test

The questions test the students understanding of the

definition of the word, the use of the word in context,

and where the word would be found in a dictionary

The student is expected to provide the missing word in

sentences.

Teachers Role


a sample word and use it in a sentence.

The teacher asks the student to use the words given on

his/her own sentence.The teacher corrects mispronounced words.

Students Role


The student chooses the correct answer.

The student uses the given words in sentences.

The student shares her experience about travelling.

The questions test below reviews some of the words given in the

first activity. For each question, select the answer you believe is

correct. Complete the sentences below with the best answer:

1. In most cases, passengers have to show a ____________

before they can get on a plane.o Travel brochure

o Guidebook

o Boarding pass

2. If youre looking for affordable accommodations

especially designed for younger travellers, then a

_______________ might be right for you.

o Hotel

o Youth hostel

o inn

3. When travelling to some places in the world, you might

have to get ______________ that will provide protection

from certain diseases.

o Vaccinations

o Baggage

o

Luggage

4. Planning a vacation meant calling a/an _______________ to

book your tickets, hotel and activities.

o Immigration

o Travel agent

o Guidebook

5. Mr. Robertson needs to check-in his _____________ before

the flight.o Baggage

o Carry-on luggage

o passport


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Name of Activity: Questions Test


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Description:

Debate

A discussion between people in which they express

different opinions about something.

Aim is to improve conversational skills when supporting

a point of view.

The student should think of at least strong point/reason

for any of the debate topics given.

Teachers Role

The teacher explains how to do the activity.

The teacher should tally the strong and weak points of

the argument.

The teacher will also give her points/reasons of

arguments regarding the chosen topic.


The teacher will act as a judge too and give the

conclusion based from the tabulated reasons.

Students Role

The student will choose one topic to be discussed.The student will use the given phrases in expressing

opinions, offering explanations and disagreeing.

The student will state the reasons of using the strong or

weak points regarding the debate topic.

Variations

This activity is for upper-intermediate students. This can

be modified by letting the student give his views to all

the debate topics given.

Opinions, Preferences:

I think

In my opinion

Id prefer

The way I see it

As far as Im concerned

Im convinced that

I honestly feel that

I strongly believe that

Disagreeing:

Dont you think it would be better

I dont agree, Id prefer

But what about

Lets face it, the truth of the matter is

Giving reasons and offering explanations:

To start with, the reason why.

Considering

Allowing for the fact that..

Thats the reason why

Many people think

DEBATE TOPICS:

1. Success in life means money.

2. TV is doing harm.

3. Women are not equal to men in society.

4. Childhood is certainly the happiest time of your life.

5. Cosmetic surgery- pros and cons.


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Name of Activity:Debate


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Description:

A popular Japanese game called Shiri Tori

The players are required to say a word which begins with

the final letter of the previous word within 10 seconds.

The teacher and student take turns to play.

The teacher will provide the first word to start off.

Players may use any words including nouns, verbs, and

adjective.

Words may not be repeated.

The player who gives out a wrong word will automatically

have a score of 1.The player who reached five wrong words will lose this

game.

Teachers Role


Teacher starts by saying a word to the student.

Students Role

The student must make a word that starts with the last

letter of the word that the teacher said.

Variations

The sample given below is for a pre-intermediate to

intermediate student. The said activity needsidentification first. This can be modified by giving words

that are limited to a certain genre.

Example:

Teacher: Bus

Student: Steak

Teacher: Key

Student: Yellow

Teacher: Write

Student: English

Etc


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Name of Activity: Last letter, First letter (Shiri Tori)


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Name of Activity: Unscramble

Description:

The student has to unscramble the word that has its

entire letter mixed up.

When the game starts, the student will see a clue word at

the top of the playing field. This clue word will help the

student figure out the words which are scrambled below.

The scrambled words will be related in some way to the

clue words. They might be synonyms, antonyms, or

words which are used in conjunction with the clue word.

Teachers Role

The teacher explains how to do the activity by helping

the student answer the first scrambled words given

below.

Students Role

The student has to unscramble the word.


The student uses the unscrambled words in sentences.

ClueWords:

ScrambledWords:

Short exam

Quiz

Small house made of log

Cabin

Comedian

Joker

Nerdy

Geek

Having to do with sea

Naval

A room in school

Classroom


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Name of Activity: Call My Bluff

Description:It is a fun activity which is perfect at the start of term as

a getting to know you game.

It is also a brilliant ice breaker between students if you

teach classes who do not know one another.

Excellent for practicing speaking skills.

The player who asks the question will only be given 1

minute for each statement.

There are only 5 correct statements.

Teachers Role


The teacher writes 10 statements about herself on a

piece of paper, five of which should be lies and five

which should be true.

The teacher makes a poker face in answering the

students question.

The teacher should always correct students sentences as

you play game.

The teacher will tally the scores.

Students Role

The student asks questions about each statement for 1

minute only.

Before the game ends, the student will be given 3minutes for guessing which among the 10 statements is

correct.


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Description:

Similes

The student finds the second part of each simile on the

right.


the words given.

The student is expected to use some words in sentences

Teachers Role

The teacher introduces the matching activity.

The teacher defines the words given.

The teacher explains how to do the activity by explaining

and giving examples about similes.

The teacher asks the student to use some of the similes

in sentences.


Students Role

The student reads the words on the left.

The student matches the words on the right and put/

writes it next to the first part on the left.

The student uses some similes in sentences.

Variations

We can vary our matching activity from simply providing

similes with pictures suited for the level of the student.




opt to provide a list of similes.

PART I

PART II

as stiff as

as clear as

as clean as

as plain as

as tough as

as thin as

a rail

a whistle

a bell

leather

day

a board

as fresh as

as innocent as

as quiet as

as drunk as

as sick as

as sturdy as

a daisy

a church mouse

a parrot

an oak

a lamb

a skunk


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Name of Activity: Matching Similes

D i ti


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Description:

The student provides words in the crossword puzzle

from the word bank.


the words given.


Teachers Role

The teacher introduces the crossword puzzle.The teacher defines the words given.


answer clues for the student.

The teacher asks the student to use some of the words

in sentences.


Students RoleThe student reads the clues given.

The student provides the words in the crossword puzzle

from the word bank and writes it inside the boxes until

all the words are answered.

The student uses some words in sentences.

Variations

We can vary our puzzle from simply providing the wordsto showing of pictures depending on the level of the

student.




opt to provide a list of words.

WORD BANK:

Action, Comedy, Frightening, Boring, Western, Intelligent,

Laughed, Cartoon, Helpful, Met, Escaped, Fought, Exciting,

Saved, Brave

1 2 3 4

5

6 7

8 9

10

11 12

13

Across:

1. An ________movie is a movie with a lot of fighting and it can be violent.

3. Someone who likes to help people in need is____________.

5. What word is the simple past of escape? ________________.

9. A ___________is a movie which is funny and it can make us laugh.

12. Ghost movies are_____________.

13. What word is the simple past of meet?_____________

14. Adventure movies are______________.

Down:

2. What word is similar to clever?____________

4. What word is the simple past of laugh? _______________

6. ______________is the simple past of save.

7._________ is the simple past tense of fight.

8. Romantic movies are sometimes____________.

10. Someone who is not afraid to do dangerous things is__________.

11. ____________is a movie about American cowboys usually riding horses

quickly and wearing hats.

15. ____________is a movie with animations like Tom and Jerry.


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Name of Activity: Crossword Puzzle


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Description

The student provides relevant words for the 25

categories with the chosen letter. For example if the

starting letter is D you might choose words such as

dog, donut, Denmark, etc.


the words given.


Teachers Role

The teacher introduces the categories chart.

The teacher defines the words given.The teacher explains how to do the activity by providing

examples for the student.

The teacher asks the student to use some of the words in

sentences.


Students Role

The student chooses 3 different starting letters for

Letter 1, 2 and 3 columns.

The student provides relevant words for the 25

categories with the chosen letter in each column until all

the words are answered.

The student uses some words in sentences.

Letter 1: Letter 2: Letter 3:

Animals

Foods

Countries

Cities

Movie Stars

SportsColors

Jobs

Fruits

Vegetables

Emotions

Tools

Singers

Movies

Weather

Books

TV Shows

Clothes

Songs

Drinks

Toys

Furniture

Desserts

Girls Names

Boys Names

Total


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Name of Activity: Categories


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Description

I Spy is a classic guessing game played by at least two

people.

It helps learners build vocabulary and improves their

understanding of adjectives.

The spy must look for something in sight or visible

around them.

Once the spy has found an object, the spy must declareI spy with my little eye, something that ________. The

blank can be any clue about the object, such as starts

with the letter H, is yellow, or is round.

The other player take turns making guesses.

Each player should get at least one chance to be the spy.

Teachers Role


The teacher will be the first spy.


Students Role

The student must ask questions about the object with

only a yes or no answersonly.

The student keeps guessing until the correct object is

picked.

Variations

This can be modified by showing multiple pictures to

spy.

To make the game interesting insist on using a word

graveyard. Place common words (such as simple colors,

shapes and plain adjectives) into the graveyard. Instruct

the spy that the graveyard words are dead and

therefore cannot be used to describe the object. Do not

allow the players to use the first letter word afterchoosing an object. This will force players to use their

imagination when describing an object.


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Name of Activity: I Spy


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Name of Activity: Drawing Race

Description

Helps learners build their speaking and listening skills.

Prepositions and vocabulary are also used in this activity

to enhance it more.

The learner is considered a winner if he/she gets a total

of 5 points.

Teachers Role

The teacher describes a scene. For example, a classroom.

The teacher keeps on giving details until you have

practiced all the vocabulary.

After giving all the details, the teacher checks the

drawing and gives 1 point for every detail that has been

drawn correctly.

The teacher explains every wrong drawing.

Students Role

The student needs a pencil and a piece of paper.

The student draws every detail given by the teacher.

Scene: A classroom

Teacher: There is a desk in the middle of the room.

Student:

Teacher: Next to the desk there is a teacher.

Student:

Keep giving details until you have practiced all the

vocabulary.

The first student to complete the picture with all the correct

details is the winner.


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Name of Activity: Pictionary for the Ears


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Name of Activity: Odd One Out

Description

Odd One Out is a fun activity played in a similar way to

Rows and Columns, with the difference being that rather

than answer standard question, students must listen to 4

different English words and decide which is different

from the others.

Teachers Role

The teacher must lists 4 different English words.

The teacher says the 4 different English words.

The teacher asks the student to decide which is different

from the others.

The teacher asks the student to give the reason behind

their choice as well as the answer.


Students Role

The student needs to listen carefully to the words that

the teacher will say.

The student decides which the odd one out is.

The student gives the reason behind his/her choice as

well as the answer.

Here are few examples off odd one out questions that you

might like to use:

John, Steve, Matthew, Kate

Answer: Kate (because its a girls name)

Brother, Mother, Friend, DaughterAnswer: Friend (because they arent family)

Summer, Winter, Spring, March

Answer: March (because its a month, not a season)

Tokyo, Sydney, New York, Brazil

Answer: Brazil (because its a country, not a city)


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Description

This activity gives students a chance to review a number

of movie trailers, discussing what type of movies they

are, interesting things that happened and giving them an

overall rating.

Students can review full movies but trailers work better

when working with a limited amount of time.

Teachers Role

The teacher chooses 3 movie trailers with different genre

each.

The teacher introduces the movie trailer to the student.


Students Role

The student watches the chosen movie trailers.

The student reviews the movie trailers given and

discusses what type of movies they are.

The student gives an overall rating for the movie trailers.

Lets watch some movie trailers and review what we thought of

them.

1) Movie name: __________________________________________

What kind of movie is it? ______________________________

What was something interesting that happened during the

trailer? ____________________________________________

________________________________________________________.

2) Movie name: __________________________________________



trailer? ____________________________________________

________________________________________________________.

3) Movie name: __________________________________________



trailer? ____________________________________________

________________________________________________________.


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Name of Activity: Movie Reviews


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Description

The song How could an angel break my heart is used in

this activity.

The video clip of this song is excellent for the student to

have a whole comprehension of simple past.

This activity can be used with basic students who are

learning the simple past.

Teachers Role

The teacher explains the activity.

The teacher plays the song so that the student can

recognise it.

The teacher provides the lyrics of the song.

The teacher asks the student to read through it while

listening to the song for the second time.

The teacher asks the student to underline all the verbs in

the simple past.

The teacher checks the underlined words and plays the

video clip again.

The teacher repeats the song with the student to explain

some new words that could be difficult to understand.

Students Role

The student reads the lyrics of the song.

The student listens to the song for the second time.

The student underlines all the verbs in the simple past.

How Could An Angel Break my Heart

I heard he sang a lullaby

I heard he sang it from his heart

When I found out thought I would die

Because that lullaby was mine

I heard he sealed it with a kiss

He gently kissed her cherry lips

I found that so hard to believe

Because his kiss belonged to me

How could an angel break my heart

Why didn't he catch my falling star

I wish I didn't wish so hard

Maybe I wished our love apart


I heard her face was white as rain

Soft as a rose that blooms in May

He keeps her picture in a frame

And when he sleeps he calls her name

I wonder if she makes him smile

The way he used to smile at me

I hope she doesn't make him laugh

Because his laugh belongs to me


Why didn't he catch may falling star


Maybe I wish our love apart


Oh my soul is dying, it's crying

I'm trying to understand

Please help me


Why didn't he catch my falling star


Maybe I wished our love apart



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Name of Activity: Simple Past song


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Description

Guess Who? is a guessing game for practicing describingappearances.

There are 3 questions.

Theres a short description and a choice of five faces.

Teachers Role


The teacher reads the description together with the

student.


The teacher explains some unfamiliar words to the

student.

Students Role

The student reads the description together with the

teacher.

The student asks the teacher about unfamiliar words.

The student provides the correct answer for each

guessing questions.

Question 1:

He looks happy. He has short, dark brown hair. Hes wearing

glasses and he has a beard and moustache. Hes smiling andwinking. Can you guess who it is?

Question 2:

Shesgot a lovely, happy smile. She has shoulder length, dark

brown hair. Shes wearing glasses and she has a beauty spot on her

chin. Can you guess who it is?

Question 3:

Shes in her late thirties. Her blonde hair is quite straight. She isnt

wearing glasses. She has laughter lines and dimples. Can you guess

who it is?


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Name of Activity: Guess Who?


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Description

This activity is a good opportunity for students to

practice their visualization skills.

It sounds simple, reading and following written

directions is a complex skill student has to decode the

words, understand the directions, and then describes the

text.

This process of seeing images from text, or

visualization, is a strategy good readers use every time

they read.

Teachers Role


The teacher provides a copy of the activity to the

student.

The teacher instructs the student to describe do to do

each thing in the activity.


The teacher corrects the grammar.

Students Role

The student describes to the teacher how to do the

following things.

ow to

1. How to eat with chopsticks.

2. How to start a car.

3. How to download a song.

4. How to put on make-up.

5. How to make a cup of tea.

6. How to make an omelette.

7. How to draw a flower.

8. How to make an egg sandwich.

9. How to record a TV show.

10.How to make a phone call.


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Name of Activity: How to

Description

To Indicate Categories:


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Description

The activity requires our body to convey the meaning of

an action or an expression which the others have to

guess.

This is suitable for all levels since it dont require a lot

of language.

This is a great way to revise or check students

understanding of new language.

The teacher and the student will have their own turn in

miming.

Each actor will be given 1 minute to guess the

word/phrase.

A stopwatch is used to track the time.

Teachers Role

When giving instructions for miming games, the teacher

tries to do one or two examples herself with the

students so they are clear about what they have to do.

The teacher asks a few questions to check that the

student is clear about the instructions, e.g. can you

speak during the activity?

The teacher shows the list that the student needs to

mime.

Students Role

The student chooses from the list to be mime. (vice

versa)

The student acts the word/phrase. (vice versa)

Variations:

How to act out your Mimes

Each category has its own action which you must perform

initially to tell the others what you are about to try and

Book title:Unfold your hands as if they were a book.

Movie title:Pretend to crank an old-fashioned movie

camera.

Play title:Pretend to pull the rope that opens a

theatre curtain.

Song title:Pretend to sing.

TV show: Draw a rectangle to outline the TV screen.

Quote or Phrase:Make quotation marks in the air with your

fingers.

To Indicate Other Things:

Number of words in the title:Hold up the number of

fingers.

Which word you're working on: Hold up the number of

fingers again.

Number of syllables in the word:Lay the number of fingerson your arm.

Which syllable you're working on: Lay the number of fingers

on your arm again.

Length of word:Make a "little" or "big" sign as if you were

measuring a fish.

The entire concept: sweep your arms through the air.

On the nose (i.e., someone has made a correct guess):

point at your nose with one hand, while pointing at the

person with your other hand.Sounds like : Cup one hand behind an ear.

Longer version of : Pretend to stretch a piece ofelastic.

Shorter version of: Do a "karate chop" with your hand

Plural :link your little fingers.

Past tense :wave your hand over your shoulder toward

your back.

A letter of the alphabet: move your hand in achopping

motion toward your arm (near the top of your forearm if the

letter is near the beginning of the alphabet, and near thebottom of your arm if the letter is near the end of the

alphabet).


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Name of Activity: Mimes


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Name of Activity: Podcast- Moving Home (Part 1: Listening)

Description

Podcast is a multimedia digital file made available on the

internet for downloading to a computer.

Links are provided to specific podcasts to facilitate

completing the activity.

Teachers Role

The teacher explains the activity.The teacher plays the audio file and let the student listen

to it.

The audio file can be found on this link:

http://www.podcastsinenglish.com/listen/level1/moving

.mp3

The teacher asks follow-up questions about the podcast.

Students Role

The student listens carefully to the audio file.

The student writes every important detail in the podcast.

The student answers the question.
http://www.podcastsinenglish.com/listen/level1/moving.mp3http://www.podcastsinenglish.com/listen/level1/moving.mp3http://www.podcastsinenglish.com/listen/level1/moving.mp3http://www.podcastsinenglish.com/listen/level1/moving.mp3http://www.podcastsinenglish.com/listen/level1/moving.mp3


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Description





Teachers Role


The teacher plays the audio file and let the student listen

to it.


http://www.podcastsinenglish.com/listen/level1/moving.mp3

The teacher does a role-play about the transcript

together with the student.

Students Role


The student reads the transcript while listening to the

audio file.

The student does a role-play about the transcript

together with the teacher.

Transcript- Moving Home

Instruction: Try not to look at this until youve done with the

listening exercise.

Jackie: For this weeks podcastsinenglish.com Im talking to

Emily, hello Emily

Emily: Hello

Jackie: and Emily, um Im talking to you because I

understand youve just moved into a new flat, is that right?

Emily: Yes, thats right. I just moved in um. Last week.

Jackie: Last week? Right, tell me um What is the main

difference then between your old flat and your new flat?

Emily: The main difference is that my old flat was much more

modern than the one I have just moved to.

Jackie: So you youve moved into an older flat, have you?

Emily: Yes, yes. Its got a lot more character.

Jackie: So, it looks nicer, does it?

Emily: Yes, much nicer its, its really beautiful.

Jackie: What about the size? Are they is the is the new flat

er much bigger than the old one?


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Name of Activity: Podcast- Moving Home (Part 2: Transcript)


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Emily: Um the size is about the same, actually. Um there are

two bedrooms in both flats.

Jackie: I think you said that your old flat, umit had a garden,

does this one have a garden as well?

Emily: Well no, it has a balcony this one. So its really nice I can

go I can sit outside and have breakfast on the balcony in the

morning. Um and no one can see me having breakfast, its

very private.

Jackie: Right. So youve gone from um a modern place and

youve moved into an old place, what was your reason for

moving then?

Emily: Well, I I like old buildings and thats a big reason for

moving. Um another reason is because I love cooking and the

kitchen in the flat I have moved to, um has a much bigger

kitchen and it is it is much easier to cook in and theres a nice

big table where people can sit down, um

Jackie: So you can eat in the kitchen?

Emily: Yes, you can eat in the kitchen and theres a lot of space

to cook in which is really nice. The kitchen in my old flat was

much smaller, um but there was a dishwasher, er which was

nice sometimes, but for me it is not really a big problem.

Jackie: So you dont have a dishwasher in your new place?

Emily: No, but I dont mind that.

Jackie:Okay, and are they both in the same area of town?

Emily: No, not really. Um another reason for moving is

because the flat, um, my new flat, um is much closer to work,

I can walk there it only takes five minutes on foot. My old flat

um was further away from work and I had to take a taxi in

everyday. Um and itgot really expensive and and also reallyenjoy walking, so thats another reason why I wanted to move.

Um there are also two other reasons, the first one, um was

because, um a really good friend of mine lives upstairs and

its really nice, so we can have dinner together sometimes and

and chat. Another reason is because theres some really good

shops nearby and a supermarket so it is very easy for me to do

my shopping there. And um also there are lots of nice cafes

and restaurants nearby too.

Jackie: Great. Is it er.. more or less expensive though?

Emily: Its actually less expensive so, its another reason.

Jackie: Great. Good well so I look forward to your house

warming party.

Emily: Youre very welcome.

Jackie: Thank you.


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Description





Teachers Role


The teacher plays the audio file and let the student listen

to it.

The audio file can be found on this link:http://www.podcastsinenglish.com/listen/level1/moving

.mp3

Students Role


The student answers the activity provided.

Moving Home Worksheet

1. Listen for general meaning

Listen to the whole podcast and answer this question:

Which sentence is correct?

a. There are many differences between the old and the new

flat.

b. There are only a few differences both flats are similar.

c. There are no differences both flats are almost the

same.

2. Listen for more detail

Listen again and answer these questions.

a. When did Emily move?b. What does Emily do on her balcony in the morning?

c. Emily moved because she loves c__________.

d. Can you eat in the kitchen in the new flat?

e. Is it a problem that Emily doesnt have a dishwasher

now?

f. How long does it take Emily to walk to work?

g. How did Emily go to work when she lived in her old flat?

h. Jackie says shes looking forward to the house warming

p________.

3. After listening: Writing.

Complete the following sentences with your views.

For me, the most important thing is

______________________________________.

The least important thing is _______________________________.


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Name of Activity: Podcast- Moving Home (Part 3: Listening for)


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Name of Activity: Podcast- Moving Home (Part 4: Vocabulary)

Description





Teachers Role


The teacher plays the audio file and let the student listento it.


http://www.podcastsinenglish.com/listen/level1/moving

.mp3

Students Role


The student answers the activity provided.

VOCABULARY WORKSHEET

Instruction: All the words for this activity come from the podcast:Moving home

1. Emily uses a lot of adjectives to compare her old and new flat.

Look at the words below and put the adjectives into their

comparative form. There is an example done for you.

ADJECTIVE COMPARATIVE ADJECTIVE

Old Older

Modern

Nice

Big

Easy

Small

Close

2. Extension (words not in the podcast). Some of the adjectives

above are antonyms they have the opposite meaning:

Old= Modern (for buildings)

Big= Small

Close= Far

a. What are the antonyms of:

Nice

Easy

Expensive

b. What are their comparative forms?

Description


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Idioms are a weird (and fun) part of the English language.

They roll of the tongue without stopping at the brain

never meaning what they actually say.

Take a look at the cartoon and try to guess the idiom

being illustrated.

Teachers Role


The teacher instructs the student to read the information

about the picture.

The teacher checks the pronunciation.

The teacher introduces the activity.

Students Role

The student reads the information about the picture.

The student explains the meaning of the idioms given.

The student uses the idiom in a sentence.

Variations

The given idiom can also be used in a conversation. Lets

take a look at this example:

Hey, Simon. Is Jane invited to your sisters wedding?

Sure. Why not?

Well Elsa is going to be there too.

So?

Isnt that going to open a can of worms?

What do you mean?

They havent spoken to each other since they broke up

Oh, youre right And they often fight.

IDIOM: Open a can of worms.

Here we see a pair of fish having a discussion at the bottom of the

sea.

Fish loves to eat worms, and one of them, named Frank, is tempted

to open the worms with a can opener. He appears to have missed

the fishing lines attached to the can.

The other, smarter fish, is warning Frank that opening the can of

worms could mean a lot of trouble. Frank should listen to his

friends warning, unless he wants to be somebodys dinner!

What do you think is the idiomatic meaning of Open a can of

worms?

Answer: The idiomatic meaning of open a can of worms is to

create a situation which leads to trouble.


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Name of Activity: Idiom Cartoon


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Name of Activity: Invent a story

Description

This invent a story writing activity for teenagers will help

teach them how to create the right atmosphere when

planning stories based around a chosen topic.

The sentence starters provided helps the student in

choosing the right topic to invent a story.

Teachers Role


The teacher introduces the sentence starters to the

student.

The teacher instructs the student to choose one sentence

starter to be used in inventing a story.


The teacher corrects the grammar.

Students Role

The student chooses one sentence starter in inventing a

story.

The student invents a story.

SENTENCE STARTERS

I had prepared a red cake

Rudi has been cutting my hair for ten years now

I know that happy people have interesting stories to tell.

After that event, everything changed

I changed so much by just knowing this person.

Alfonso was the best pizza maker in Rome.

One morning, my clothes didnt fit anymore.


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Name of Activity: Riddles

Description

Riddle is a question or observation deliberately worded n

a puzzling manner and presented as a problem to be

solved.

A riddle is a type of verbal play.

Teachers Role


The teacher asks the student to choose a number from1-5.

The teacher reads the riddle of the number chosen by

the student.

The teacher explains the riddle.

Students Role

The student chooses a number from 1-5.

The student analyzes the riddle.

The student answers the riddle.

Try these brain-teasing riddles. How many can you solve

without looking at the answers?

1. If yesterday was Wednesdays tomorrow, and tomorrow is

Sundays yesterday, what day is today?

ANSWER:Friday

2. A murderer is condemned to death. He has to choose

from three rooms:

The first is full of boiling oil.

The second is full of assassins with guns,

The third is full of lions that havent eaten for

three years.

Which room is the safest for him?

ANSWER: The third room is the safest. If the lions haven't

eaten for three years, they will all be dead.

3. Toms mom had four children. The first three are called

March, April and May. What is the fourths name?

ANSWER: Tom

4. A cowboy has a few days free time, so he decides to take

a holiday. He leaves on Tuesday, enjoys his two day holiday,

and then returns on Tuesday too. How did he do that?

ANSWER: Tuesday is the name of his horse.

5.When does 11 + 2 = 1?

ANSWER: On a clock ... 11 o clock plus 2 hours = 1 oclock


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Name of Activity: Tongue twisters

Description

Pronunciation

The student practices a tongue twister with the teacher.

Make sure that the student pronounces each of the words

correctly.

Teachers Role

The teacher chooses the best tongue twister for his

student.The teacher reads each of the words clearly to the

student.

The teacher corrects mispronounced words of the

student.

The teacher challenges the student to read it as fast as he

can.

Students Role

The student reads the tongue twister slowly.

The student repeats the tongue twister, this time, a little

faster.

Variations

1. Denise sees the fleece, Denise sees the fleas. At least Denise

could sneeze and feed and freeze the fleas.

2.

Something in a thirty-acre thermal thicket of thorns and thistles

thumped and thundered threatening the three-D thoughts of

Matthew the thug - although, theatrically, it was only the thirteen-

thousand thistles and thorns through the underneath of his thigh

that the thirty year old thug thought of that morning.

3. The thirty-three thieves thought that they thrilled the

throne throughout Thursday.

4. I wish to wish the wish you wish to wish, but if you wish

the wish the witch wishes, I won't wish the wish you wish to

wish.

5. There was a fisherman named Fisher who fished for some

fish in a fissure. Till a fish with a grin, pulled the fisherman in.

Now they're fishing the fissure for Fisher.

6.

Santa's Short Suit Shrunk.

7. There those thousand thinkers were thinking how the other

three thieves went through.

8.

Willy's real rear wheel.

9.

Six sleek swans swam swiftly southwards.


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Depending on the ability of the student, he can also be

asked to memorize the tongue twister that will serve as

his homework. This is for the purpose of mastery.


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Description

This activity will help the student to practice giving

directions and using prepositions of place.

Teachers Role


The teacher draws a large simple map of two streets and

avenues intersecting, label the Streets and Avenues with

simple familiar names, then draw several squares along

the streets and label each: post office, library, bank, shoestore, flower shop, restaurant, hospital, university,

airport, etc.

The teacher gives a demonstration to show the students

what will happen first by marking an X on the map as the

starting point then asking:

~ Can you tell me how to get to__________? or

~Do you know how to get to__________?

Then use some of the learned target phrases to

demonstrate how to give the directions. Turn left / right;

go(walk/drive) up / down _________street; next to;

between; across from; etc.

The teacher asks the student about the direction and take

turns asking the directions using the map on the board.

Students Role

The student practices asking/giving directions from oneplace to another using the handout maps.

EXAMPLE: You are at the bank and want to get to the

library. Using language learnt / practiced such as~ go

down _________street; turn left and you will see the

library next to the flower shop.


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Name of Activity: Asking / Giving Directions


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Name of Activity: Enigmas

Description

Enigma is a person or thing that is mysterious, puzzling,

or difficult to understand. The goal of this activity is to

combine information about the enigma and guess the

correct answer.

Teachers Role


The teacher corrects mispronounced words of thestudent.

The teacher helps the student in guessing the chosen

enigma.

Students Role

The student chooses 3 enigmas from the list.

The student guesses the correct answer.

The student explains the reason of his/her answer.

**The answers are provided on the next page of this activity.

Enigmas

Bulbs - This is one of my favourite logicpuzzleswith a real life

solution.

Imagine you are in a room with 3 switches. In an adjacent room

there are 3 bulbs (let's say in lamps which are on a regular table),

each switch belongs to one bulb. All are off at the moment. It is

impossible to see from one room to another. No help from anybody

else is allowed.

How can you find out which switch belongs to which bulb, if you

may enter the room with the bulbs only once?

Ball in a Hole- A table tennis bal l (= a ping pong ball) fell into a tight

deep pipe - it is about 30 cm long, buried in concrete pavement,having firm metal bottom, only 1 cm of the pipe is above the

ground so it can not be moved. The pipe was only a bit wider then

the ball, so you can not use your hand.

How would you take it out, with no damage?

The Man in the Elevator - A man lives on the tenth floor of a

building. Every morning he takes the elevator down to the lobby

and leaves the building. In the evening, he gets into the elevator,

and, if there is someone else in the elevator - or if it was raining that

day - he goes back to his floor directly. Otherwise, he goes to the

seventh floor and walks up three flights of stairs to his apartment.

How come?

(This is probably the best known and most celebrated of all lateral

thinking logic puzzles. It is a true classic. Although there are many

possible solutions which fit the initial conditions, only the canonical

answer is truly satisfying.)


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Ball- How can you throw a ball as hard as you can and have it

come back to you, even if it doesn't hit anything, there is nothing

attached to it, and no one else catches or throws it?

Strange Coins - I have two US coins totaling 55 cents. One is not a

nickel.

What are the coins?

What is Correct - Is it correct that seven and five isthirteen or seven

and five arethirteen?

Trains - A train leaves New York for Boston. Five minutes later another

train leaves Boston for New York, at double the speed. Which train

will be closer to New York when they encounter?

Fly - Two trains 200 km from each other are moving at the speed of

50 km/hour towards each other. From one train a fly takes off (at the

moment the trains are 200 km from each other), flying straight (upon

the rails) to the other train at the speed of 75 km/hour, bouncesaway from it and flies back to the first train. This is repeated till the

trains crash into each other and the fly is smashed.

What distance is the fly able to fly until its death?

(There is a complicated and an easy way to solve this math brain

teaser.)

Midnight- If it were two hours later, it would be half as long until

midnight as it would be if it were an hour later. What time is it now?

Car -A military car carrying an important letter must cross a desert.

There is no petrol station on the desert and the car has space onlyfor petrol that lasts to the middle of the desert. There are also other

cars that can transfer their petrol to one another.

How can the letter be delivered?

Belt- A magic rectangular belt always shrinks its length to 1/2 and

width to 1/3 whenever its owner wishes something. After three such

wishes, its surface was 4 cm2.

What was the original length, if the original width was 9 cm?

Enigmas Solution

Bulbs - Keep the first bulb switched on for a few minutes. It gets

warm, right? So all you have to do then is ... switch it off, switch

another one on, walk into the room with bulbs, touch them and tell

which one was switched on as the first one (the warm one) and the

others can be easily identified ...

Ball in a Hole - All you have to do is pour some water into the pipeso that the ball swims up on the surface.

The Man in the Elevator - The man is a midget. He can't reach the

upper elevator buttons, but he can ask people to push them for

him. He can also push them with his umbrella.

Ball - Throw the ball straight up in the air.

Strange Coins - This was just a catch question. One of the coins is

really not a nickel because nickel is the other coin.

What is Correct - Of course, adding seven to five makes twelve and

not thirteen.

Trains - Of course, when the trains encounter, they will be

approximatelythe same distance away from New York. The NewYork train will be closer to New York by approximatelyone train

length because they're coming from different directions. That is,

unless you take "meet" to mean "pefectly overlap".

Fly- There is a complicated way counting a sequence. Or simply

knowing that if the fly is flying the 2 hours still at the same speed of

75 km/h then it flies a distance of 150 km.

Midnight - 9 p.m.

Reservoir- Because there are 24 hours in one day, in one hour fills

the first tap 1/48, the second tap 1/72, the third tap 1/96 and the

fourth tap fills 1/6 of the reservoir. That is all together (6+4+3+48) /

288 = 61/288. The reservoir will be full in 288/61 hours, which is 4 hours

43 minutes and about 17 seconds.

Car - There are 4 cars needed, including the car with the important

letter (which travels to the middle of the desert). Its empty tank must

be filled to the top to get to the end of desert. The way between

the military base (where the cars and petrol is) and the middle of

the desert can be divided into 3 thirds. 3 cars will go in their thirds

back and forth and overspilling 1/3 of their tanks. This way the tank

of the important car will be filled and the letter will be delivered.

Belt - The original length of belt was 96 cm.


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Name of Activity: Oral Charades

Description

Oral charades is a party game in which one person

pantomimes the name of something and the other

players try to guess what it is.

Teachers Role

The teacher explains the activity.The teacher makes a list of occupations and emotions.

(e.g. Happy Postman, Frustrated Teacher)

The teacher pantomimes the name of the chosen number

by the student.

The teacher corrects the students mispronounced words.

Students Role

The student chooses a number.

The student tries to guess the correct word.

List:

1. Angry Mailman

2. Sad Veterinarian

3. Disgusted Fireman

4. Wondering Actress

5. Surprised Singer

6. Envy Blogger

7. Frustrated Nurse8. Terror Teacher

9. Bored Farmer

10. Aggressive Manager


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Description

Noun Verb


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This Bingo is for Noun-Verb Stress. The idea is to make a

bingo game contrasting the pronunciation of nouns and

verb with the same spelling. (Use a stress mark () to

show the students that nouns are stressed in the first

syllable and verbs on the second.)

Teachers Role


The teacher provides the list of noun-verb stress to the

student.

The teacher reads each word with the correct

pronunciation of noun-verbs that are stressed.

The teacher corrects mispronounced word.The teacher asks the student to provide the meaning of

each word in the list.

Students Role

The student reads each word with the correct

pronunciation of noun-verbs that are stressed.

The student provides the meaning of each word in the

list.The student uses it in a sentence.

The student reads the sentence with the correct

pronunciation of the noun-verbs.

Variation:

When you name the cards let the students listen to the

words but not look at them. This way they will be able to

distinguish the difference

Prgress

Prsent

Prtest

Cntract

Dsert

Rbel

Sspect

Cnsole

Cnflict

Rcord

Cnvict

Insert

Prmit

Progrss

Presnt

Protst

Contrct

Desrt

Rebl

Suspct

Consle

Conflict

Recrd

Convict

Insrt

Permit


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Name of Activity: Pronunciation Bingos

Name of Activity: Shrovetide Football


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Description

Football Crazy is a collection of short, pre-intermediatetexts looking at different aspects of the Football Game.

Each text is followed by tasks aimed at developing skills

such as reading for gist, skimming, scanning and key

areas of vocabulary.

Teachers Role



The teacher helps the student in analyzing the story.

Students Role

The student reads the story.

The student answers the post reading questions.


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HISTORY QUIZ

The first recorded evidence of Shrovetide Football dates back to

the twelfth century. What other important events were

happening around the world at that time? Try this quick quiz:

a) In 1107, multi-color printing was invented to stop

people from making fake money. In what country was it

invented?

b)

Which Cambodian temple was completed in 1150?

c)

1163 saw work start on which famous building in Paris?

d)

Which world-famous learning institute was founded in

1167?

e)

Construction started on a well-known London landmark

in 1176. Name it.

f) Who led his armies to conquer much of Western Asia and

Eastern Europe in 1190?

HOW MANY ?

a)

.days are there in Lent?

b)

.days are in Shrovetide?c) players are in a Shrovetide football team?

d)

villages and towns played annual Shrovetide Football in

the 12thcentury?

e)

miles are there between the goal markers in

Ashbourne?

f)

times must the ball be struck on the goal marker?


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g)

times has the Shrovetide Football at Ashbourne been

cancelled?

h)

years were there between the first ad second

cancellations?


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Name of Activity: The FA Cup

Description

Football Crazy is a collection of short, pre-intermediate

texts looking at different aspects of the Football Game.




Teachers Role




Students Role

The student reads the story.

The student answers the post reading questions.


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PHRASAL VERBS

Look through the text again. Try to find a phrasal verb thatmeans:

1. Challenge

2. Discuss

3. Increase

4. Participate

5. Eliminate

6. Arrive

7. Destroy

8. Cancel

COMPREHENSION TEST

1. How many teams enter the FA Cup each year?

2. When was the first ever FA Cup final?

3. What is a giant killer in football?

4. What was the problem at the 1923 FA Cup Final?5. What was the special about the Cardiffs win in 1927?

6. Which two teams reached the final in 1953?

7. Why did the FA allow substitutes in the FA cup Final in

1967?

8. Where was the final played before the new Wembley was

completed?


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Name of Activity: The Apprentice

Description

Football Crazy is a collection of short, pre-intermediate

texts looking at different aspects of the Football Game.




Teachers Role




Students Role

The student reads the story.The student answers the post reading questions.


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Reading Skills 1

Check your comprehension of the article.Which of these statements is correct?

1) All trainees will play in the first team at their club.

2) Trainees have to do other jobs as well as playing football.

3) Most trainees believe they will be successful footballers

in the future.

4) Gary Neville regrets the sacrifices he made as a trainee.

5) Wayne Rooney still has to clean his own boots.

Reading Skills 2

Look back at the section titled A Day in the Life. What is a

trainee typically doing at these times?

1) 9:30am

2) 11:00am

3) 12:15pm

4) 3:00pm

5) 8:00pm

6) 12:00am

Vocabulary

Look at the words in boldin the article. Can you match eachwith its definition?

1) Cleaning a floor with water

2) Thought of as less important

3) A person who stays away from other people

4) Achieve success

5) Success and fame

6) Improving

7) Earn enough money to survive


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Description

The point of this activity is to try to answer questions.

We often take for granted many things but if we consider

them carefully sometimes they are not necessarily

logical. These questions are intended to make students

speak. In most cases there are no right or wrong

answers.

Teachers Role


The teacher corrects mispronounced words of the

student.

The teacher listens carefully to the students answer and

shares his/her opinions too.

Students Role

The student chooses 5 sentences from the given

examples.

The student explains their point of view from the given

sentences.

Variations

If you're so WISEcan you tell me WHY.

Some birds have wings but never FLY.

Not all the monkeys have a tail EHIND.

Leopards have spots and TIGERS STRIPES.

Grooms dress in black and RIDESin WHITE.

People wave their hands when they say good YE.

The oceans blue and so is the SKY.

Our EYESshed tears when we CRY.

We must WRITEletters from left to RIGHT.

Roosters crow in the mornings at six or FIVE.

People throw RICEto the groom and RIDE.

We stretch and yawn when we feel so TIRED.


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Name of Activity: Tell Me Why

As you can see I repeated the /ai/sound to create a

special sensation to the ears. These questions can also

help you to teach pronunciation and intonation if you

read them with the proper rhythm.


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Activities for AaTeenagers

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Transcript of Activities for AaTeenagers