Resources

Give the students some words and get them to choose one and write a sentence. They pass the paper to their left and then try to correct any mistakes made, if any. To make it harder get them to use the past, or use adjectives or adverbs in the sentence.

Have students cut one small circle and one medium circle out of construction paper. They are to staple the circles together to create a snowman figure. Then, have them glue cotton balls to the snowman to create a fluffy, white exterior. Finally, they should draw eyes, a mouth and a nose on the small circle to make a face.

Political Speech. The student is to write a politically motivated speech in the role of prime minister/president of a country of their choosing. The speech is to address a national crisis and its' purpose is to empower and reassure the general public as well as reaffirming power and order. Look at some notable examples such as "winds of change", "the only thing we have to fear is fear itself", "tear down this wall", "the few".

Countable nouns are used for things we can count - things that are numbered. Countable nouns can be singular or plural. Most countable nouns become plural by adding 's' to the end of the noun.

a job/jobs

• He has a job

• He's had a few different jobs.

apple/apples

• I had an apple with lunch.

• Do we have any apples?

Uncountable nouns are used for things that cannot be counted. They are used for abstract ideas or objects that are too small to be counted. Uncountable nouns require a singular verb.

advice

• I need some advice!

snow

• The mountain is covered in snow.

traffic

• There was a lot of traffic today.

weather

• We had great weather last weekend.

Common quantifies for uncountable nouns:

a little, much, some, a piece of, an amount, a sum

• a little bit of snow

• too much coffee

• a piece of cake

• a sum of money

Some nouns are countable and uncountable, depending on the meaning.

• These grammar exercises are easy!

• Exercise is good for you.

• The gallery was showing works by several different artists.

• I don't enjoy hard work.

Have students assemble the craft wheel, spin to choose a word and then guess the opposite.

This activity will help students use their imagination to invent their own holiday! It can be done in one lesson, or spread out over a few lessons as a longer project. This student works for media level students, but can be toned down for elementary students as well.

Students invent their own holiday! Begin with a discussion about different holidays that are celebrated around the world. Then, have students think of a holiday that they think should be celebrated. The more creative, the better!

Students will think of a story or reason the holiday should exist. Have them choose a month and day that the holiday should occur on. Then, have them think about different activities that people might do to celebrate. Have them think about things such as what foods people might eat or where they might go on this day.

Students will use this information to make a poster advertising their new holiday. They will draw pictures and write information to explain to other people what the new holiday is about. At the end of the project, students will give an oral presentation to their classmates, persuading them to make their new holiday official. The student with the most persuasive argument is the winner!

Prepare this activity by folding paper in half (one for each student) and marking the centre with two lines (this will be the connecting point for each drawing).

Each student draws the bottom half of any animal (or monster) they want, making sure that it blends in with the connecting point. When finished, they exchange their drawing with a friend - but keep it a secret! On the other half of the paper, everyone draws the top half of a different animal. In the end, everyone has created a crazy animal!

Have students answer the following questions: What is your favourite day of the week? Why do you like this day? Does your favourite day change with the seasons? Do you do a special activity on this day?

You'll need a fairly long classroom with space for everyone to march up and down (or space outside). Teacher stands at one end of the room against the left wall. Line the Students up along side Teacher and Teacher says "Go!". As you all march together, Teacher starts calling out the days in order ("Monday", "Tuesday", etc.). Students repeat each day (Teacher:"Monday" Students:"Monday"). March along at a slow pace, but smartly (backs straight, arms swinging). At certain points teacher suddenly shouts "Stop!". Everyone must stop and be EXACTLY in line with the teacher. If someone is out of line order them back in line and then continue marching where you left off. Turn around each time you reach the end of the room and continue the march. Once finished start again, but this time walk briskly. You can do it the final time running! This is even more fun when there are tables, etc, in the room that the students need to climb over/under. After a few lessons you shouldn't have to say the words - just get the students to chant together as they march.

Choose a topic and have a friendly debate about it. Help them to structure their opinions in a constructive way and respond to the points the opposing side makes. Some example topics:

School uniforms should be compulsory

Smoking should be banned

Plastic water bottles should be banned

Supermarkets should donate unsold food

Children should have cellphones

Social media makes bullying worse

Have students discuss a current political situation relevant to them.Ask about the students' opinions and discuss the events leading up to a political situation such as this. Ask the student whether he/she thinks education and class has an impact on votes such as this and discuss possible predictions and repercussions with the student.

A defining or identifying clause tells us which specific person or thing we are talking about in a larger group of people or things. If a defining relative clause is removed, the meaning of the sentence changes significantly. A defining relative clause is not separated from the rest of the sentence by commas or parentheses.

Form:

Use 'who' to give more information about a person.

• An architect is a person who designs buildings.

Use 'which' or 'that' to give more information about a thing.

• A corkscrew is something which is needed to open bottles.

• The book that you gave me for my birthday is really interesting.

Use 'where' to give more information about a place.

• That’s where we got married.

• The town where my uncle lives is a few miles from here.

If the noun which the relative clause describes (usually at the beginning of the sentence) is the object of the sentence, you can eliminate which, that or who.

The man who is wearing the blue suit is my brother.

Because 'the man' is the subject of the sentence, you cannot eliminate who.

The man (who) George is talking to is my brother.

George is the subject of the sentence, so we can eliminate 'who'.

'The' is the primary definite article in English. It's used to refer to a specific thing that both the speaker and listener are familiar with.

We use 'the'...

• for (a) person/people/thing that we have mentioned before.

- The girl from the party

- The Italians

- The bakery I told you about

• for someone/something that is unique.

-The first man to walk on the moon.

-The Pope

-The only girl I've ever loved

• for someone/something that the speaker and listener already know about.

-The government

-The Beatles

-The Queen of England

• 'The' can be used with singular countable nouns, plural countable nouns, and uncountable nouns.

-The cat

-The cats

-The advice

• We use 'the' for: oceans, seas, rivers, regions, groups of islands, countries that include a word such as Republic, Kingdom, States or Emirates, deserts and mountain ranges.

-The Atlantic Ocean

-The Dead Sea

-The Nile River

-The West

-The Galapagos Islands

-The United Kingdom

-The Sahara Desert

-The Swiss Alps

We DO NOT use 'the' for: lakes, continents, most countries, cities, states, towns, villages, most buildings and places such as schools, universities (unless it contains 'of' Ex: The University of Maryland) stations and airports that use the name of their town.

-Lake Michigan

-Europe

-Spain

-Paris

-Hartford

-Mykonos

-Hartford elementary school

-Yale University

-Baltimore-Washington airport

Demonstratives tell us where an object, person, or event is in relation to the speaker.

Near - here, this, these

• Here is my house. (the house is near the speaker)

• This is my sister. (the sister is near the speaker)

• These are my friends. (the friends are near the speaker)

Far - There, that, those

• My school is over there. (The school is some distance from the speaker.)

• Was that your sister? (The sister is gone, the speaker is not near her anymore.)

• Those houses are huge. (The houses are some distance from the speaker.)

Choose an image of a scene, pattern or activity. Ask the student to describe it to you in detail, as if you aren't able to see what's happening. (what is it, what is happening, who's in it, what are they wearing, etc)

A creative activity that can take anywhere from 20 minutes to more than an hour (split up over multiple lessons).

Have the student imagine a fictional Island Nation and then describe and illustrate all the features:

The Island's name

Flag

Language spoken

Landscape

Infrastructure (e.g. a rollercoaster district, or a floating village, a town centre with a chocolate fountain etc)

Climate

Population

Typical foods eaten

Animals

Typical activities done there

Currency

Language spoken

Typical clothing / traditional dress

Style of government

...etc

Encourage their creativity and have fun with it. At the end have them present their Island project orally.

When using direct speech, we tell the message of a speaker in their own words.

• "I'm hungry," said Kate.

• "I'm going to the supermarket," said John.

When using indirect speech, we tell the message of the speaker by using our own words.

• Kate said she was hungry.

• John said he was going to the supermarket.

The tense we use for indirect speech is typically one tense back in time from the tense we use for direct speech.

• "I am tired," she said. - direct speech

• She said she was tired. - indirect speech

The tense of the verb does not need to change if the reporting verb is in the present, or if the original statement was about something that is still true.

• "I always walk to school," he said. - direct speech

• He said he always walks to school. - indirect speech

Modal verbs of probability do not change.

• "I might bring a friend to the party," Elena said. - direct speech

• Elena said she might bring a friend to the party. - indirect speech

Taking turns, students describe a drawing action using a preposition. They continue building on the same drawing until you tell them to stop. All of the sentences should contain prepositions of movement or placement that are commonly used when giving directions.

Each student is given a blank piece of paper and some coloured pencils. The teacher begins to give instructions for what the student should draw. E.g. Draw an elephant in the centre of the page. Draw a blue flower on its head. Draw a piece of pizza next to the elephant...etc.

Have students colour the Easter egg template, cut along the lines, and fold the paper together, linking through the corresponding slits. Instruct them to describe the locations where the Easter bunny has hidden his eggs.

Have students cut out "eyes" of each students' paper plate. Have the students design a bunny face in the rest of the space, cut long, thin oval-shaped ears out of white construction paper and then glue a thinner version of this shape in pink on top. Lastly, they are to staple the ears to the top of the plate.

Have the students work together to create an Easter play utilising the bunny masks for certain characters.

Have students cut yellow construction paper into the shape of an oval. Help the students trace hands on the yellow paper, then cut them out. Tape the handprints to the oval to create feathers for the Chick. Have students use orange construction paper to create a beak and legs and glue googly eyes to complete the face.

Relate this project to English by instructing students to write a short story or poem on the back of the chick, giving it a personality, or talking about an Easter adventure.

Have students answer the following questions about dreams:

Do you dream often? What kind of dreams do you have? Do you typically remember your dreams? If so, describe a memorable dream in details. If not, discuss the types of things other people might dream about. Do you ever daydream? What things do you think about? Why do you think we dream?

Have the students cut paper into large, oval egg shapes. Pre-cut thin strips of colored construction paper. Have the students glue strips to the egg to decorate it.

Ask the students to imagine they have gone on an Easter egg hunt. On the back of the egg, have them describe where they found the egg.

Have students answer the following questions about eating out:

Do you like to eat in restaurants? Why/Why not? What differences are there between what young people and older people like to eat? Do you think we should try to eat food that is produced locally? Why/why not? Which food or drinks do you think are unhealthy? Some people say we eat too much in modern-day, do you agree? Which food from your country would you miss the most if you were abroad?

Each student will take turns pulling a face or doing an action and the rest of the group will guess which emotion they are miming.

Each student will be given two sets of cards, one with emotions written on them and the other with the faces that correspond with them. They will have to race against the clock (and their classmates) to match up all the faces and the words.

Split the class into two teams. Have the teams stand in a line, with the first two people facing each other, and the other students behind them. Team 1 asks a proposal question: Do you want to go to the park? Team 2 must respond with an 'excuse' for why they cannot, using the present continuous form.

(E.g. Do you want to go for an ice cream? I can't, I'm eating lasagna.)

The first two students go to the end of the line, and the turn switches (team 2 now begins.) The students must make proposals/ create excuses until someone says a repeat. The person who repeats a question or response is eliminated.

Explain to the students that the following animals are currently endangered: Gorillas, tigers, rhinos and polar bears.

Have students answer the following questions related to endangered animals

Why do you think these animals are endangered? If you could save one, which one would you save, and why?

Follow up questions:

1. Do you agree that global warming is threatening certain species?

2. Do you think governments should be required to keep the environment and animals safe?

Have students answer the following questions about life experience: What is one exciting thing you have done in your life? How was this different than anything else? Do you hope to do it again someday?

Print out a blank calendar month and have your students plan a month of events, but instruct them to leave a small number of days free. Then pretend you are trying to organise for them to come and clean the school (or other similarly unappealing tasks). They'll use their planned events as excuses, using the present continuous tense to describe their plans.

For example "Can you come and clean the school next Saturday?" "No, sorry -  next Saturday I'm cleaning my house".

Have fun with it by acting frustrated at how many excuses your students have. You 'win' if you pick a day that they are free. In which case they reply "Ok fine, I'm not doing anything that day."

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We choose one camp day to be a dress-up day. For the Fairy Tale themed camp we encourage students to come dressed up as their favourite Fairy Tale hero or villain. We make sure to make some simple props such as star wands to hand out to anyone who forgets or wasn't able to come dressed up. We also have plenty of these crowns so students can decorate their own crowns to wear.

We print them on card and make sure we've done at least one colourful example for inspiration. While they work, it is a great time to sing camp songs and enjoy a food treat. They can also be useful props for the end of camp show.

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Perfect for junior groups, rainy day activities and free time options for students wanting a calm activity - these 8 colouring sheets are on theme for our Fairy Tale Summer Camp. What a lovely way to connect with students, repeating colour vocabulary and simply chatting as they colour in. Use the finished work as colourful decorations or add them to your student portfolio. They can also be used as inspiration for final show story ideas and character choices.

Each day for half an hour before lunch, our summer camp groups get together to learn to sing and dance to a song that ties into our camp theme. For the fairy tale themed camp, this song matches perfectly and is so catchy and fun. After getting comfortable with the words, we teach choreography that highlights the meaning of key phrases and practice staging so we can impress family and friends with a performance at the end of camp show.

Here are the lyrics and 3 fun worksheets to help the students learn the words and dance moves.

Each day for half an hour before lunch, our summer camp groups get together to learn to sing and dance to a song that ties into our camp theme. For the fairy tale themed camp, this song matches perfectly and is so catchy and fun. After getting comfortable with the words, we teach choreography that highlights the meaning of key phrases and practice staging so we can impress family and friends with a performance at the end of camp show.

Here are the lyrics and 3 fun worksheets to help the students learn the words and dance moves.

We schedule an excursion to a nearby park once or twice a week to give our summer camp students an exciting adventure. Here's a fun activity to do at the park, that fits our Fairy Tale theme. It's a "Magical Quest" scavenger hunt where each 'station' requires the students to complete a task in order to collect the magic beans.

Our lovely camp helpers and teachers attach the printed cards to different trees and benches around the park. Teachers carry small bags of dried beans to be ready to award each group as they complete the tasks.

Don't forget to snap some photos as they do these tasks to add to your photo slideshow for the camp show! At the end, the beans collected by each group can be converted into team points and added to their running total.

Have students write fake facts about famous people or places.

Describe each 'achievement' by using a relative clause.

E.g. Justin Bieber, who was the first man to visit Mars, will be visiting Rome next month. The Eiffel Tower, which is famous for selling hamburgers, will be open next week.

Here's 8 great riddle sets (with instructions) we use in our summer camp warm-up activities for our students aged between 10 - 13. On the first day of summer camp we organise the students into competition groups with mixed levels, so the more advanced students can help the less advances students and the teams are evenly matched.

We start each morning with some movement games and these riddle cards that they race to solve first. Print them on card and cut them into 4 mini cards per page. The 'sculptorades' is something they have to 'sculpt' out of playdoh or a similar material.

Don't forget to keep a running score of team points throughout the summer camp to keep them motivated to try their best at each activity.

Have students answer the following questions: If you were famous, what would it be for? Have you ever met a famous person before? Do you think it would be fun to be famous? What are some challenges a famous person might have?

Have students colour each family member on the template, they are to describe the roles and personalities of each family member.

Place flashcards around the room in different locations. Ask each student to bring the teacher the correct flashcard after saying who it is. Once all cards retrieved, place flashcards in different locations and repeat activity.

Have students answer the following questions:

What is an example of a tradition? Does your family have any special traditions, like eating pizza on Wednesday nights, or going to the same place for a holiday?

Have students cut two slits on each side of construction paper and fold into a "collar", they are to draw a tie and decorate how they wish. On back of the "shirt" students should write a list similar to the following:

Things I Like About You:

You make me laugh.

Your hugs.

You love me.

You play with me.

Have students cut construction paper in shape of a tie, decorate with different patterns and poem. Attach a length of thin elastic cord onto the back of the tie at the top to form a neck loop.

Have students answer the following questions: What's your favourite food? Describe it in as many details as possible. What's your favourite international food?

The student is to choose a feature-length film they have seen recently and make some brief, bullet-point notes on the events, characters and themes of the film. Once they have done this, the student will be instructed to write their own review of their chosen film.

Tips: Start with a compelling fact or opinion on the movie; give an early, clear and well-established opinion and approach the writing in a more depth way than just obvious plot analysis. Ensure that the student uses imaginative, descriptive and critical language.

Hold a bunch of coloured pens or pencils behind your back. Pick out one and call out the colour. The student/s must move quickly around the room and touch something of that colour while calling out the colour word in English. Eventually start to call the colour word out before showing which pen you picked, to test their listening comprehension. You can give them turns at holding the pens and calling out the colours.

Where are you from? What do you like most about the house or apartment you live in? What do you think is the best day of the week? Why? Tell us about a TV programme you really like. (Ask each student one question and have them answer with a 30-second response. Speaking part 1 is designed to help the students relax and speak about familiar information. Students must provide more than a 'yes' or 'no' answer during this task.

Using Movers or Flyers 'Find the Difference' help cards, ask the students to spot several of differences. Get them to use the sentence "In this picture .... but in this picture ....".

Explain the task requirements for this part:

In this speaking part, you will be working with a partner. Each candidate will have a long turn and a short turn. In the long turn, you will speak for one minute about two photographs. In the short turn, you will speak for thirty seconds about your partner's photograph.

Candidate A: Here are your photographs. They show people eating together in different situations. I'd like you to compare the photographs, and say why the people have decided to eat together in these places. (1 minute)

Candidate B: Do you often eat out with friends? (30 seconds)

Candidate B: Here are your photographs. They show people working hard in different situations. I'd like you to compare the photographs, and say what you think they might find difficult about working hard in these situations. (1 minute)

Candidate A: Do you ever go to the library to work? (30 seconds)

Speaking Part 3 - Review the guidelines.

'In this section, you will be given a spider web diagram with one question and five suggestions. You have 15 seconds to examine the diagram, then you will discuss it with your partner for two minutes. When the two minutes are up, the examiner will ask another question. You and your partner have 1 minute to decide an answer.'

Draw a diagram on the whiteboard with the following information:

Question: Where is the best place for teenagers to get advice from?

1. Peers

2. Parents

3. The internet

4. A teacher/coach/mentor

5. Movies and books

Use the Flyers speaking help cards to practice finding differences in two images. Ask the students to identify six differences, as well as describing how the picture is different as a whole. Students should use complete sentences and appropriate nouns/verbs/prepositions to identify and describe the changes.

Conduct a simulation of speaking part 3.

Now, I'd like you to talk about something together for about two minutes. (3 minutes for groups of three).

I'd like you to imagine that a restaurant is trying to attract more customers. Here are some of the ideas they are considering and a question for you to discuss.

1. theme nights

2. cupons

3. a playground

4. discounts for children

5. internet cafe

First, you have some time to look at the task.

Now, talk to each other about why these ideas might attract more customers to the restaurant.

Thank you, Now you have one minute to decide which idea might attract the most customers.

Thank you.

One student stands in front of the class. The teacher gives the student an instruction, using the present continuous. (e.g. "you are swimming through a pool of jello" or "you are walking on the moon".) The student must act out the direction given to them. Have the class take turns giving the student directions using present-continuous form. Play until everyone has had a turn.

The teacher or other students leads a line of kids doing an action, like hopping, running, swimming, etc. The kids must follow the leader and do exactly as they do.

The leader must also call out the verb, and they can also add an adverb, such as "run slowly" or "swim quickly". Add an animal/object to make it more fun: "hop like a rabbit", "walk like a zombie", "roll like a basketball".

This is great for younger kids who want to let off some steam! But a large space is required.

This cool little help card is a total gem for teaching the ropes of comparatives. It breaks down how to add 'er' and 'est' to adjectives to compare stuff, with easy-peasy rules for different types of words. Got a one-syllable word? Slap on 'er' or 'est'. Ends in 'e'? Just add 'r' or 'st'. And for those two-syllable troublemakers ending in 'y', switch it up for 'i' and tag on 'er' or 'est'. If you're dealing with a bigger word, just pop 'more' or 'most' in front. Plus, it gives a heads-up on those sneaky exceptions. It’s super handy for quick reference and sure to make the grammar grind way more fun.

Have students list the types of food they do and do not like in the space provided.

Have the students make predictions about the future of each classmate.

What type of work will they do? Where will they live? Will they have any children? What will they do as a hobby?

They should write their predictions on a piece of paper. Now ask them to make predictions about the world. Will there be people living on Mars? Will robots live like humans? Etc.

Focus on use of adverbs of certainty in the positive and negative forms.

This handy card can be printed as a poster for the classroom, handed out as a reference worksheet or laminated and kept on hand for lessons. It shows the spelling for some common superlative adjectives, including some irregular superlatives.

Students listen to the teacher's instructions to fold origami into a fortune teller. This fortune teller will have school objects on the outside, body parts on the first flap inside, and prepositions on the very inside. Once finished, the students can play with the origami to make commands such as "put the sharpener on your foot" or "put the school bag behind your head". First, the students pair up and one chooses a number and a school object. The other opens and closes the fortune teller that many times until they land on a body part. The body part also determines the preposition for the command.

Stand in a circle. One person starts miming an activity (e.g. brushing teeth). The person next to them asks 'What are you doing?'. The person miming must respond using the present continuous but must not describe what they are miming,. Instead, they'll say something else. The person who asked, must then start to mime the activity the first person described etc.

Introduce your students to simple furniture vocabulary with our set of 36 easy-to-use flashcards. Perfect for teachers, these cards showcase 19 everyday furniture items with fun illustrations and matching label cards, making them an ideal tool for classroom activities. The clear, simple visuals aid in comprehension and retention, and are suitable for learners of various levels. These cards are great for interactive games, memory recall exercises and reinforcing vocabulary in a lively, engaging manner. Whether you're leading a classroom or guiding small groups, these cards are a practical and enjoyable resource to enhance your teaching toolkit and spark enthusiasm in your English language lessons.

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Subject + will/won't have + past participle

Use the future perfect to talk about an event that will be finished and complete before a specified time in the future.

• This time next week, I’ll have finished this project.

• When you arrive at the airport, I’ll have already booked the bus tickets.

• By the time I'm older, I will have visited 10 different countries.

Phrases often used with future continuous include:

• By ...

• This time next week...

• In __ years’ time...

The future perfect is also used to make predictions about future events that will be complete before a specified future time.

• I'll have finished the report by this time next week.

• She will have lived here for four years next September.

Question form: will/won't + subject + have + past participle

• Will she have arrived on time?

• Will you have made a decision by then?

We use the future perfect continuous to talk about an event that will be in progress for some time before a specified time in the future.

It's formed by:

subject + have been verb(ing)

•Janet will be really tired when we get home. She will have been looking after the children all day!

It can be used to make predictions about an event that will be in progress before a specified time in the future.

• Joe won’t mind that we are late. He won’t have been waiting long.

Question form:

Will/won’t + subject + have been verb(ing)

• Won't you have been working here for six years next month?

Future tenses - To talk about the future, we can use the present simple, the present continuous, will/shall

Present simple - Used for scheduled events with a future meaning such as timetables, programmes, and people if their plans are fixed by a timetable.

• My plane arrives at Amsterdam airport at 3 pm.

• The conference starts on Wednesday at 9:30 am.

• The students have their history exam next week.

Present continuous - Used for plans which have already been arranged.

• People are travelling all over the world.

• I'm having a birthday party next week.

• I'm flying to Baltimore over the holidays.

Will future - Used for decisions made at the moment of speaking, anything which is uncertain (often used with probably, maybe, I think, I expect, and I hope).

• I'll eat something on my way to the match.

• Thanks for telling me, I'll ring the office now.

• I probably won't be back in time.

• I hope you will visit soon.

Future continuous - Used to discuss an event which is going on at a particular time or over a period in the future. (will be + verb + ing)

• I will be working at 7 o'clock.

• I'll be visiting them after the holidays.

Have students imagine their lives in ten years. Ask them questions about what their life might be like.

Where will you be and what will you be doing? Do you think you will live in the city you're from, a different city or a different country? What will you do for work? What hobbies will you have? Practice using modal verbs to discuss certainty, probability, and possibility.

A gerund is a verb ending in -ING that functions as a noun.

We use gerunds:

• after certain verbs (avoid, enjoy, insist, consider)

- I enjoy visiting my grandparents.

- She considered painting in the afternoon.

• As the object of a preposition

- Thank you for coming to my party.

- I have to ask permission before going out in the evening.

• As the subject or object of a sentence

- Gardening is my favourite hobby

- The boy likes playing with toy trains.

Provide a list of verbs that can be followed by a gerund (admit, discuss, enjoy, understand, dislike, suggest, practice) and a list of verbs that can be followed by an infinitive (agree, forget, need, want, learn, happen, deserve). Have the student create a few sentences for each, then ask them to give their opinion on a series of topics, using answers that contain gerunds and infinitives. Ex: Do you think it is okay to cheat on an exam? 'I disagree with copying another student's for personal gain.'

Give the students a ranking order. The first team in the correct order wins. For example: get in order from the tallest to the shortest.

Extra: Get them to say "I am taller than her but shorter than him."

This game is ideal for practising "Have you got?" To play, you will need a regular deck of cards.

Deal each student five cards. They have to keep their cards a secret. The first student asks another student "Have you got a ...7?"

The student will respond:

"Yes, I have" or "No, I haven't"

If the student has the card, they give the card to the 'asker' who then places their match on the table and gets another turn. If the student doesn't have the card, the 'asker' has to 'go fish'. They will choose a card from the discard pile.

One student thinks of a bad/good day that have recently had. The other students then ask questions to try and guess what the bad/good day was like. For example, “On this bad day did you lose your phone?” The student would reply “No, but I lost my watch.” This is a great way to practice questions and negative use of the simple past.

Split the students into two teams. One person from each team prepares to 'face off' against one another. The teacher presents a root word, and the students each draw a card from the deck of affixes flash cards. If the student can create a word with the root word + affix, they gain a point. If neither student can create a new word, they each pull a new card from the deck. Continue the process until a specified number of points has been achieved.

Challenge the group to name as many words in a certain category. They take turns to each say one word, and cannot repeat a word said by someone else, until they run out of words. Examples: colours, animals, food, sports, verbs.

Provide students with a list of second conditional questions. Have each student guess what the other students might answer to each question. Review the answers to see which student had the most guesses that were correct.

As a review of animals flashcards, the teacher holds some cards without showing any to the students. Then the T tells the kids that they are going to receive three hints, so they need to listen carefully.

For example

1. I am yellow.

2. I have long hair.

3. I am strong.

What am I? A lion!

You can make it different levels depending on how much English or which vocabulary you use.

Have students cut strips of orange and black construction paper, glue ends to make rings, attach each ring to another to make a long (ish) strip. When finished making the garland, have them attach different ghosts (draw various emotions to ghosts face) to the garland by cutting a strip near the top of the ghost and inserting construction paper making a ring, glue closed,

Use the laminated character cards, have each student pick one in secret. They will then ask each ask questions e.g. 'Has he got a red nose?' to try and guess each others character.

One student must choose an object in the room, and tell it secretly to the teacher. The other students will take turns asking questions using adjectives. "Is it big?" or "Is it red?" The students can not repeat an adjective that has already been said, if they do, they are eliminated. If a student thinks they know what the object is, they may guess, but if they're incorrect, they are eliminated. Play until everyone has had a turn choosing an object.

Have fun with your students at Halloween with this cute colouring worksheet, designed to spark creativity and embrace the spooky and silly atmosphere of Halloween. Use it to review colour vocabulary, letter pronunciation and even some animals and prepositions. For example "Draw a bat on the house. Draw a cat next to the house....etc".

Embrace the spooky and fun atmosphere of Halloween with this cute worksheet. Your students will love the themed words and matching pictures. Have them read the story out loud and help them with the pronunciation of any new words.

Engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Encourage your students to use their imaginations to sketch a fantastic monster and then complete the passport information for it. Help them to use the simple past tense when describing what their monster did last week. Revise some useful simple past verbs if needed. Have fun watching your students present their ideas to the class when they're finished.

Welcome to your Halloween Arts and Crafts Pack, designed to spark creativity and festive spirit in your classroom!

This Halloween Arts and Crafts Pack is a fantastic way to engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Have a spooktacular time crafting with your class!

This Halloween Arts and Crafts activity is a fantastic way to engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Review body part vocabulary, emotions and colours as they work. You may like to introduce some useful verbs too: draw, colour, copy, smile, wink, laugh and yawn.

Have a spooktacular time crafting with your class!

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This Halloween Arts and Crafts activity is a fantastic way to engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Review body part vocabulary as they work. You may like to introduce some useful verbs too: cut and glue

Have a spooktacular time crafting with your class!

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Engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Students choose 4 of the costume examples to cut out and glue into their four blank bingo squares. At the same time, cut out 1 complete set and put them into a bag or container. Have the students take turns to blindly pick one out and read it out to the class. Watch your students squeal with joy as they cross off their bing card and try to win the grand prize (or points, however you choose to reward them). Try to keep the picked picture a secret so the students have to listen to the word called out, rather than just matching the picture.

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This is a counting and clapping game.

It can be played with numbers, days of the week, alphabet etc. It's great for young kids.

Have the students sit in a circle and place their hands with open palms under and on top of the hands of their partners. The first student will slap the hand of the student next to them, saying the first number, letter or word of the sequence. This pattern continues in the circle until you arrive at the last point of the sequence. The student will try to slap the hand of the person next to them, and that student will try to move their hand away.

This Halloween Arts and Crafts activity is a fantastic way to engage your students in creative, hands-on learning while embracing the spooky and fun atmosphere of Halloween. Review body part vocabulary as well as colours as you construct the monster. You can also introduce some useful adjectives as they present their work "my monsters is big / funny / scary / silly / kind / loud /colourful ..etc".

Have a spooktacular time crafting with your class!

Practice spelling words and build vocabulary. The teacher thinks of a word, and students try to guess letters that spell that word. If they are incorrect, the teacher begins to build the 'hangman'.

A student picks from a pile of flashcards on the table that are faced down. Without looking at it, they put the card on their forehead with the writing facing the other students. On the card there will be a name, place or celebrity. The student then tries to guess who or what is written on the paper by asking 'yes' or 'no' questions to their classmates. (e.g Is it a person? Are the famous? Do they play football? etc.)

Have students answer the following questions:

What do you consider a 'healthy lifestyle' to be? Do you consider yourself to live a 'healthy lifestyle?' What might this include? Is it fun to be healthy? What do you consider to be 'unhealthy'?

This colourful help card is great for lessons on body part vocabulary. Your students will love the picture and have fun learning these common body part words (all singular). Use it in pre-teaching, as a reference guide or simply as a poster to display in class. Encourage the use of complete sentences while using these words.

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Introduce your students to simple jobs vocabulary with this colourful poster that displays 16 professions with illustrations. The clear, simple visuals aid in comprehension and retention, and are suitable for learners of various levels. Brighten up your classroom with this poster, or even print it as a handout for students to keep. The illustrations can be used as fun prompts for adding characters into story writing or speaking activities too.

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This colourful help card is great for teaching sports vocabulary. Your students will love the pictures and have fun learning these common sports. Use it in pre-teaching, as a reference guide or simply as a poster to display in class. Encourage the use of complete sentences while using these words, scaffolded with "I like..." to start. You can extend this by classifyling which sports we use the verb 'play' with and which we use 'do'.

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This colourful help card is great for lessons on prepositions of movement. Your students will love the pictures and have fun learning these common prepositions. Use it in pre-teaching, as a reference guide or simply as a poster to display in class. Encourage the use of complete sentences while using these words.

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3 pages of exciting, colourful reference guides displaying verbs in three different forms: present, simple past and the past participle. These are very helpful when teaching the present perfect tense. Use it in pre-teaching, as a reference guide or simply as a poster to display in class. Encourage the use of complete sentences while using these words.

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Have students answer the following questions:

What is your favourite hobby? How often do you do this hobby? Describe the hobby in detail. Why do you like it?

Have students answer the following questions:

What do young people gain from the experience of going on holidays? Have you ever gone camping in the countryside? Do you think visitors to the countryside damage the environment? Why/why not? At what age should young people be allowed to go on holiday without their parents?

Have students answer the following questions:

How often do you have homework? Do you enjoy doing it? Where do you typically do your homework? Do you have a homework routine? Do you listen to music while you are studying, or do you prefer silence?

Ask the students where they went for their summer holiday. Get them to describe what they did, saw and ate.

Then, have students imagine they are going on a holiday to a different planet. They should describe what types of things they might see or do.

Have students colour and cut out the house diagram then glue windows and doors in the correct locations.