Tag Archives: B1

Wishlist: food for thoughts

As promised, here are some ideas you can use to encourage conversation after the listening activity based on a wonderful song by Pearl Jam that I posted a couple of days ago (which you can find here).

  • Make a wish! When do you make a wish in your country? Give examples (fluffy dandelions, candles on a birthday cake, shooting stars, etc.)
  • Have you ever made a wish upon a star? Has it come true (yet)?
  • What do you wish you could do better?
  • Is there anything you would change about your body?
  • Is there anything you would change about your personality?
  • Are you happy? Do you wish you were happier? What would make you happier?

If you have other ideas, please leave a comment and share them with us!

Image[image: http://doocab.com/shooting-stars.html]

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Filed under Listening Activities, Songs, Speaking Activities, Uncategorized

Wishlist

Beautiful song! A masterpiece of grunge-rock music performed by Pearl Jam that will allow you to practice the structure “WISH + Simple Past“.

WISHLIST_SONG

In the pdf file you’ll find a fill-in-the-blanks activity, as well as teacher’s notes providing:

  • info about the band
  • grammar reference
  • guidelines for speaking activity
  • key to exercise

I suggest trying this speaking + listening activity with intermediate or upper-intermediate students.

Wishlist on youtube

In the next post we’ll look into the great food for thought this song has to offer.

[Note: please remember that we do not own the songs, respect the work of the artists who composed and performed the songs, rights are reserved.]

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Filed under Exercises, Listening Activities, Songs, Speaking Activities

MIGHT

You might have to teach your students how to express probability: here is an exercise you might find useful.

You might like it… or you might not, so please let me know and leave your comment. See you soon!

 

Complete the sentences with might or might not and a suitable verb.

  1. Charles isn’t here today. He __________ ill.
  2. It ___________ much, but at least it’s something.
  3. If I were you, I wouldn’t buy that laptop: you __________ a cheaper one on the internet.
  4. I rang her up, but she didn’t answer. She ___________ at home.
  5. Take the umbrella, it ___________ .
  6. I’m coming down with flu, I ___________ to the party tonight.
  7. If Sean doesn’t study hard, he ___________ the exam.
  8. The traffic is very bad, they __________ late for work.
  9. The line you quoted ________ or ______________ in this book, honestly I don’t know.
  10. Your eyes are red, you have a temperature and your nose is congested: you _____________ flu.

 

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HAVE YOU EVER…? – part 1

It might be quite hard for some students to fully understand how to use the present perfect well.

This is why, instead of a long list of examples and a 30-minute lecture on “How to Use the Present Perfect Simple and Continuous”, you might want to try this: teaching them one function at a time in a particular context. It can turn out to be very effective… and not so boring!

Today we will focus on questions with have you ever + past participle to ask people if they have done something in their lives.

Make questions using the prompts given:

  1. have/Japanese food?
    Have you ever had Japanese food?
  2. argue/with your best friend?
  3. smoke/a cigarette?
  4. eat/raw meat?
  5. lose/your passport?
  6. meet/a celebrity?
  7. drink/whiskey?
  8. drive/a car?
  9. play/tennis?
  10. ride/a horse?
  11. get/a tattoo?
  12. cheat/on an exam?
  13. climb/a mountain?
  14. win/a competition?
  15. see/a whale?
  16. write/a poem?

Then have the students ask and answer questions, either in pairs (A asks B, B asks A) or in “chain” (A asks B, who in turn asks C, who in turn asks D, etc.).

Next time we’ll deal with have you ever and the verb go. Bye!


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PASSIVE

It was Columbus Day in the US on Monday, and here in Spain, where I live, it’s Día de la Hispanidad today. This has given me a little bit of inspiration for an activity on the passive form, but with a pinch of history.

So here you’ll find a pdf file with a grammar exercise, you can download it for free, so don’t hesitate and use it in class!

passive columbus

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EXPRESSING QUANTITY

If you want to do the shopping in English, you need to know what to ask for… but also HOW to ask for it. So which things go with which amounts?

expressing quantities

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Englishman in New York

This is a fantastic song that I really like to use in class, especially with pre-intermediate to upper-intermediate students.

It provides a lot of debate material, whether you’re dealing with cultural stereotypes, discrimination, racism, or just a bit of geography of English speaking countries.

You’ll find a pdf file with two pages: the first one is the copy for the student, and the other has the full lyrics for you, just in case.

  • Start the activity with a pre-listening introduction about the artist: try not to lecture them, ask questions instead, just to check if they know the artist or not. If not, provide them with a little information.
  • Listen once for the general meaning of the song. Elicit ideas.
  • Give out copies of the handout, have the students give a look at the photos and describe them.
  • Listen again, this time they’ll have to try and fill in the gaps (lower levels may have to listen twice, but that depends on how much time you have).
  • Finally, check their answers, ask them if they liked the song or not and why, and start the debate.

[Note: please remember that we do not own the songs, respect the work of the artists who composed and performed the songs, rights are reserved.]

EnglishmanNY

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