Resources

This listening and speaking exercise teaches students to listen for shapes, and work together in English. The teacher calls out a shape and the students must make the shape collectively with their bodies. If they are able to make the correct shape in 10 seconds using only English, they win a point.

Create a bucket list including all of the goals a student would like to achieve in their life. Have students ask each other questions about things they have or have not done before. "Have you ever been to a different country." The student should answer using the present perfect.

Ask the student to think of a company to represent, script a radio broadcast together advertising the chosen company and then record the broadcast.

Have students answer the following questions:

Have you got any pets? Have you ever had a cat or dog? Which do you prefer, and why? What are some of the differences between these two animals? What are some similarities?

The student is to create a character breakdown of three characters of their choice from a book they have read or a film they have watched.

Ensure the student uses the highest level of vocabulary they possibly can, strong linking expressions, persuasive language, and the correct tone. They must support their points with evidence from the book or film.

Have students colour and cut out Christmas ornaments to paste on a construction paper tree and then write a holiday message on the back of the tree, telling a story, or making a wish-list for Santa.

Have students write a holiday message on the spaces provided inside the Christmas tree. Colour and decorate the card to make a special gift.

Have students cut several coloured paper into strips and then glue them down on to another A4/A5 coloured card. Have them write a Christmas message on the strips of paper and then decorate the tree with glitter, buttons and beads.

Have students act out the charade written on the card.

Have students answer the following questions related to film and the cinema: How often do you go to the cinema? What is the last film you saw? Describe it in as many details as you can. Which character did you like the best? Which character did you relate to the most?

One person stands in the middle of the circle and makes a statement e.g. 'I have got a brother' or 'I like football'. Anyone for whom the statement is true must cross the circle and find a new position. The last person in a new position stands in the middle and says the next statement.

Have students imagine that their class will be going on a field trip for the spring holiday. Brainstorm possible places that the class could visit, and discuss why you think each place would be good or bad. Use modal verbs to make suggestions and talk about possibilities.

Brainstorm a list of 'superlative' categories with the class. Then, have students vote for the following class superlative categories: Who is the most athletic? Who is the tallest? Who has the best handwriting? Who is the nicest? Who is the funniest? Who has the best smile? etc. (students can only vote once for each person.)

Keep all categories positive. Read the winners of each category out loud. Make sure each student wins a category!

Have the student think and speak about the relationship between the Catholic Church and science. Ask the student to talk about what she/he knows about this relationship and how she/he thinks it has changed over time. Ask for a prediction on how this relationship will change in the near future and what this could lead to.

Brainstorm a list of superlative categories with the class. These categories should all be related to skill of ability. (E.g. Who can jump the farthest? Who is the tallest? Who can draw the most perfect circle?) Split the students into three teams. Have one student from each team compete for each category. Award teams points for good, better and best, or whatever category is listed.

Place 'classroom object' flashcards around the room in different locations. Ask each student to bring the teacher the correct flashcard and say what it is. Have students match those objects to the classroom objects on the teacher's desk (e.g. pencil, rubber, marker) Once all cards retrieved, place flashcards in different locations and repeat activity.

The student is to produce a pamphlet on climate change. They are to include a wide range of complex, subject specific vocabulary, they are to use persuasive and informative language and ensure that there are clear and defined sections with headings such as "What Can YOU Do?" "How has it come to this?" and "What happens next?"

To start, review what the colours are and point out what colours people are wearing. Put chairs in a circle, enough so that each student has their own chair. Hold up a colour card, and have all those who are wearing that colour swap seats. After the students become comfortable, take one seat away after calling the colour so that someone will not have a seat after swapping. That person is then out. Play until there is a winner.

Students stand against the wall and listen to the teacher who says "take 1 step forward if you are wearing yellow". The teacher can change the colour and the number of steps to keep the game competitive. Whoever arrives to the other side of the room first wins!

Have students answer the following questions: If you were a colour, what colour would you be, and why? What things are often associated with this colour? If your best friend was a colour, what colour would they be?

Have students discuss their favourite way(s) to communicate. Discuss all possible forms of communication - television, internet, radio, cellphones, facebook, letters, emails, Instagram, face to face conversation, etc. Ask if they use the same voice to talk through every platform. Discuss the different types of people students communicate with: Parents, teachers, friends, family members, family friends, etc. Ask students whether they communicate the same way with each of these types of people.

Here's a fun way to liven up your lesson on comparative and superlative adjectives. Students use comparative and superlative words as coordinates as they play this exciting game of battleships. It promotes a lot of reading and pronunciation practise as they repeat the words multiple times per game.

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Here's a bingo card to use when reviewing comparative and superlative adjectives that also helps students pay attention to spelling. Have the students write one word from the list in each box, with no repeated words. At the same time, cut up pieces of paper or card with the same list of words. Mix them up in a bag or container and let the students take turns to pull one out randomly. Students cross out that square if they have that word. Give prizes or points for the first person to get a row, column or the whole grid.

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A fun project to do with your students studying comparative adjectives. It includes 20 colourful animal profiles with cute pictures and a fact table for each animal. The students read the information and use it to make comparisons between pairs of animals. For example "Snakes live longer than mice" or "cows are taller than lions". Enjoy the extra questions and conversations these cards will encourage!

Discover a fun and easy way to understand comparative and superlative adjectives with our engaging guide. Packed with clear examples, it shows how to compare things using the word intelligence in everyday language, making learning grammar simple and enjoyable for everyone.

Discover a fun and easy way to understand comparative and superlative adjectives with our engaging guide. Packed with clear examples, it shows how to compare things using the word strange in everyday language, making learning grammar simple and enjoyable for everyone.

Discover a fun and easy way to understand comparative and superlative adjectives with our engaging guide. Packed with clear examples, it shows how to compare things using the word fast in everyday language, making learning grammar simple and enjoyable for everyone.

Discover a fun and easy way to understand comparative and superlative adjectives with our engaging guide. Packed with clear examples, it shows how to compare things using the word tall in everyday language, making learning grammar simple and enjoyable for everyone.

Discover a fun and easy way to understand comparative and superlative adjectives with our engaging guide. Packed with clear examples, it shows how to compare things using the word happy and more in everyday language, making learning grammar simple and enjoyable for everyone.

A fantastic group game to get the whole class involved and having fun. Each group nominates a competitor for each category then cheers them on as they go up against the other groups in the ‘finals’. Plenty of chance to practice using comparatives and superlatives while having fun. Make sure to announce the winners of each challenge using the structure:

"X's jump was high, Y'x jump was higher and Z's jump was the highest!"

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Brighten up your classroom with this colourful, eye-catching poster. "Good, better, best, never let it rest until the good is better and the better is best." to help get your students excited about learning comparative and superlative words.

Read about, discuss and write about the planets in the solar system using comparative and superlative adjectives. Great to reinforce this grammar topic and apply it with an interesting theme.

Here's a fun challenge to do with your students. Listen to the Daft Punk song "Harder, Better, Faster, Stronger" then make big posters of these words/letters:

These speaking prompt cards help students practise using comparatives and superlatives in conversations about their opinions on a range of topics and their experiences. It's all great practice for speaking exams and helps them using comparatives and superlatives more naturally in complete sentences. There are 15 questions in total, arranged on small cards that can be handed out to pairs or small groups.

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These colourful speaking prompt cards help students practise using comparatives in conversations about their daily life, experiences, preferences and opinions. It's all great practice for speaking exams and helps them using comparatives more naturally in complete sentences. There are 30 questions in total, grouped into 10 themed cards that can be handed out to pairs or small groups.

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This guided speaking task helps students practise using comparatives in conversations about their daily life, experiences, preferences and opinions. It's all great practice for speaking exams and helps them using comparatives more naturally in complete sentences. There are two sets and each set can be shared in a pair or small group of students.

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25 fun, colourful flashcards each with a pair of objects to compare. This is a fun way to have students practise using comparatives in complete sentences. Includes instructions for a fun challenge activity to have the students 'race' to say or write a grammatically correct sentence comparing the two objects on the card.

Boost your grammar skills with our easy-to-use guide on forming comparatives and superlatives in English. It features a wide range of adjectives, from 'fast' to 'important', showing their comparative and superlative forms in a clear, straightforward manner, perfect for quick learning and reference.

Use this card to keep track of your students' progress in learning the spelling of these superlative adjectives. It includes some tricky cases and some irregular superlatives. Revisit it regularly and make a note of their results.

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Ask the students some different comparative questions. For more practice, have them write the answers and compare the results.

Which do you like better, sweet or salty foods? What is faster, a fish or a shark? What is a better sport, volleyball or rugby?

Master the art of forming comparatives and superlatives in English with our straightforward guide. It simplifies the spelling rules for different adjectives, making it easier to learn and use them correctly in sentences. Ideal for anyone looking to improve their grammar skills in a practical, easy-to-follow way.

Comparatives are used to describe nouns, indicating when one noun has more of a particular quality than the other does. They are used to compare two things.

Comparatives are formed by adding +ED to the end of an adjective.

• Taller

• Softer

• Shorter

• Thinner

• Stronger

For adjectives with three or more syllables, modify the adjective by writing 'more' before it.

• More beautiful

• More intelligent

• More important

In some cases, the entire adjective changes.

• Better

• Worse

• Farther.

Some adjectives have a spelling change in the comparative form. If the adjective has a 'consonant' + 'vowel' + 'consonant' spelling, double the last letter before adding +ER

• big - bigger

• fat - fatter

•sad - sadder

If the adjective ends in 'Y', the 'Y' changes to an 'i' before adding +ER

•happy - happier

•lazy - lazier

If the adjective ends in 'E' simply add +R

•large - larger

Comparative adjectives are followed by 'than' + another noun.

•An elephant is bigger than a tiger.

•My sister is shorter than my mother.

This colourful set of 15 speaking prompts will help students practice using comparatives as they discuss a range of interesting topics. These prompts start with one comparative and need to be completed with another, hence the name "double comparatives". For example "the harder you study, the better you'll do on the test".

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These colourful speaking prompt cards help students practise using comparatives in conversations about their daily life, experiences, preferences and opinions. It's all great practice for speaking exams and helps them using comparatives more naturally in complete sentences. There are 30 questions in total, grouped into 10 themed cards that can be handed out to pairs or small groups.

Split the students into pairs. Give each pair two photographs of celebrities. Have the students write a list of adjectives for each photograph. Then, have them write three sentences, comparing the two. Have students present their sentences to the class when they are finished.

Brainstorm a list of animals with the class, then split the class into pairs. Have each pair write 5 sentences comparing the animals.

E.g. A giraffe is taller than an elephant. A dog is smaller than a cow. A tiger is faster than a rabbit. etc.

This is a category game, where the students must take turns listing items in a category without hesitating or repeating what was already said. Use a clapping rhythm to add a little fun and challenge.

The teacher starts by saying this rhyme (all the while hands hit the lap, clap, and snap snap) "Concentration, concentration is a game. Keep the rhythm, keep the rhythm just the same. I go first, and you go second (looking at who is second). No repeats or hesitations. Category is....food."

Then the students take turns listing different foods, for example.

Conditional conjunctions are used to join and connect conditionals together. They provide us with the ability to express more complex and interesting ideas.

1. Unless -

Unless means 'except if' and is used with the present tense to talk about a condition in the present or future.

• We're going to the park unless the weather gets worse.

• Unless you finish your homework, you will not be able to go to the cinema.

2. In case -

'In case' shows that an action is taken to prepare for a possible event or situation.

• Make sure you have my phone number in case you get lost.

• I'll bring some extra money in case we decide to go shopping.

3. Provided/providing that/so long as -

These conjunctions are used with the present tense to talk about the future. They have a similar meaning to if.

• As long as we follow instructions, we'll complete the project on time.

• Provided that it doesn't snow, I will be able to go to the concert.

• My father says he will pick us up from the bus stop, providing we inform him of our arrival time.

4. I wish/ if only -

I wish/ if only are used to express a wish for something. They have the same meaning, but 'if only' is less common and usually stronger.

• I wish I knew the answer.

• If only my sister Mary were here!

• I wish I were as clever as you are.

5. It's time/would rather (not) -

It's time/would rather (not) are followed by the past simple with a simple present meaning.

• It's time we ate dinner now.

• I'd rather go home by taxi.

• I'd rather not go to the party tomorrow.

6. Otherwise

'Otherwise' and 'or else' mean 'because if not'

-I have to go to bed early, otherwise, I will be tired tomorrow.

-Carry the tray with both hands or else you'll drop it.

Have students answer the following questions related to the conversation.

What makes it easy to talk to someone? What traits do you look for in a conversation partner?

Tell me about your favourite types of conversations to have? What do you talk about?

Coordinating conjunctions connect items that are the same grammatical type - such as words, phrases, and clauses. They can join two: verbs, nouns, adjectives, phrases, or independent clauses.

We most commonly use: and, or, but

• Do you prefer eating pizza or pasta?

• The girl was very intelligent and very

good at sports.

• We can go to the sea but we can't go swimming today.

Some coordinating conjunctions have two parts: either/ or, neither/nor, both/and

• For our holiday vacation, we can go to either the beach or the mountains.

• Neither Jane nor Emma had been to London before.

• Both dolphins and sharks live in the ocean.