Resources

Have students colour and decorate the hot air balloon and then list the colours they have used to decorate their balloon.

Have students colour and cut out the house diagram. They are then to draw a scene in the back window, showing what some family members are doing in the house. Have them use prepositions to describe the layout of the house.

Have students answer the following questions:

What's something that you do everyday?

How often does a new person join your school?

How often do you travel to France?

How often do you eat pizza?

How often do you dance? Play sports? Paint? Sing? How often do you listen to Beyonce?

Ask students to ask each other a question using "How often do you..."

Students stand in a circle and hold their hands, while one student stays on the other side of the room and closes their eyes. The students in the circle, without unlocking their hands, knot themselves up! When they've successfully knotted up, the other student comes back and using only words tries to undo the knot. They should practice body words and prepositions.

Split the students into pairs. One student will describe a uniform or costume, and the other person has to guess what occupation they do. Then, have students swap roles.

Each student starts with five points. The first student must say something that they haven't done. If the other students have done what the student has just said then they lose a point. Continue around in a circle until you have a winner.

Each person holds up 5 fingers and then each person says one thing they haven't got. If the other students have got that thing they need to minus 1 finger. Each student is eliminated when they have zero fingers. The last person with remaining fingers wins.

Have the class stand in a circle and the teacher says "I like bananas" (or "I don't like cats"). Everyone who likes bananas has to run to a different part of the circle. The last person to find a spot becomes the one to say "I like/I don't like..."

Have students draw their hands, fold the card and cut around the outline to end up with two identical hand shapes.

Then cut a long strip of card and fold into a concertina with 11 spaces for the words "this much!" glue onto each hand

On the hands have students write down: I love you....

Take turns being the spy and the guesser. The spy chooses an object in the room and says "I spy with my little eye, something blue" and they choose an adjective (or more simply a colour). The guesser must figure out the object they are guessing by asking "is it...the chair?"

Deduce and discuss the meanings of pre-chosen idioms and brainstorm any additional idioms that the student may be familiar with. Talk about the importance of idioms in language and the character they give to language.

Pick apart each idiom on the list and discuss other possible meanings that the phrases could have:

"You're barking up the wrong tree!", "dodge a bullet" and "catch-22"

Other than the correct definition, what else could this mean? What might it mean to bark up the right tree? Could you replace any part of the phrase and it still make sense?

Discuss the impact of large scale industry on the modern world. Talk about the changes in how large scale industry has been viewed over time and discuss any possible benefits people may see about it. Research some examples together.

A student chooses a place and then describes it, the other students have to guess what place they're talking about. Who ever guesses it first goes next.

Infinitives are formed by 'to' + infinitive.

We use infinitives:

• After certain verbs

- She wants to be a doctor when she grows up.

- She started to walk really quickly.

• After adjectives

- I was surprised to see you at the market.

- You are welcome to come with us on the trip.

We use the bare infinitive:

• After modal verbs

- Can you see the mountain ranges in the distance?

- You should bring an umbrella today.

• After certain verbs of perception

- She made me a cake.

- I heard the birds sing this morning.

• When using 'but' or 'except'

- I have nothing to do except to send a few emails.

- I had no choice but to quit.

Some verbs like love, hate, like, prefer can be followed by both a gerund and infinitive.

- I love dancing.

- I love to dance.

When these verbs are used with 'would' or 'should', use the infinitive.

- I would love to go to Mexico.

- The assignment should be easy to do.

Have students answer the following questions:

If you suddenly became famous, how would you feel? What would be the advantages of achieving instant success? Would there be any drawbacks?

Follow up questions:

1. Why do we find celebrities so fascinating? Who is one celebrity that you admire? Why?

2. Do you think celebrities are really happy? How do you think fame affects their every day lives?

Brighten up your classroom with this colourful, eye catching poster. "All about that ING" is the perfect reminder that we add the ING ending when forming continuous tenses.

Discuss journalism with the student. Speak about the roles journalism plays in society, the negative and positive impacts it can have on key issues and discuss the way it can effect peoples' lives. Encourage the student to speak about their personal views.

This exercise is to help students practice talking about a wide variety of topics by quickly changing from one topic to the next. It's useful for students who are preparing for Cambridge speaking exams.

Have students write a series of topics on small pieces of paper. (e.g. playing sports, spending time with friends, why studying is important, etc.) The first student will choose a topic from the pile, and speak for 30 seconds. When the time is up, they will choose a new topic and continue talking for another 30 seconds. (The teacher will choose how many turns the student will take).

Repeat the process for each student.

Each student must write a quote about "how to live a good life" on a piece of paper, using direct speech to quote themselves. The students trade papers, and read them out loud, changing the speech from direct to indirect.

Have students colour and cut out the materials of the template. Give each frog a name and personality, and write a short poem on each lily-pad, matching each frog with its home.

The student is to write a paragraph of emotive, descriptive writing about a time they heard a song or album for the first time that soundtracked a big moment. They are to focus on why that piece of music holds special significance and how they felt when they heard it.

Ask the students to write down answers for the following mysteries: Are there aliens? Why do humans exist? What happened to the dinosaurs? Do we have a 6th sense? -- Have each student write two of their own questions about the mysteries of life on small pieces of paper. Collect the questions and have each student blindly choose one which they must invent a reason for.

Split the students into two teams. One player from team 1 chooses a card and completes the instruction in order to earn a point. Continue alternating between teams until a set point goal has been reached. Kaboom can be adapted to fit many different grammar rules.

Have students answer the following questions:

If you could perfectly speak any language for one day, which language would you choose? What do you think is the most difficult language to learn? Why is learning another language important?

The student is to compose a letter addressed to a member of their local council with the intention of bringing about a positive change in their neighbourhood. Some subjects could be litter, streetlights, paving, parks, community spaces.

Ensure the student uses the highest level of vocabulary they possibly can, strong linking expressions, persuasive language, and the correct tone.

Print out song lyrics with words applicable to your lesson. Remove some of the words and have students listen to complete the song. Talk about the meaning of some of the words/the text as a whole after they have completed the listening task.

Is Less More?

Discuss materialism with the student(s). Is being materialistic the same as being superficial? Do the two go hand in hand? Encourage them to think about the value they place on material possessions, ask them whether they think they give too much importance to 'things' and not enough to experiences and feelings. Ask how they think this may have changed for their generation compared to the last. Discuss how much of a factor upbringing and surroundings can play on whether or not a person is materialistic.

Using any set of flash cards that includes pairs (e.g. word + picture, or opposites), place all the cards face down on the table. Take turns to turn over 2 cards at a time. If they form a pair, the person 'wins' those cards. The person at the end with the most cards wins the game. Good for groups with 5 or less kids.

Use a desk to set up an arrangement with familiar (or unfamiliar) objects. Give your students one minute to study the tray. Then hide it from their view and make five changes to the tray. You might want to remove objects, reposition objects, or add new objects. When you reveal the desk to the students, they must note the differences in the tray using sentences in the passive voice. (The pencil was moved to the other side of the desk. The coffee cup was removed.)

The student is to write about two distinctive and powerful memories they have and explain what it is about these moments that makes them so memorable. Brainstorm synonyms for 'remember' and utilise them in combination with complex, involved vocabulary to discuss and write about these moments.

The student is to write a leaflet style text imagining that they are promoting and advertising Mental Health Awareness week. Think thoroughly about the structure of the piece of writing, decide on appropriate tone and formality, brainstorm some vocabulary that could be useful.

Students mime familiar verbs and their classmates must guess what they're doing using the present continuous.

Modal verbs are a type of auxiliary verb which are used to express:

Ability -

• can (positive)

- She can run 400 meters in 60 seconds.

- Birds can fly.

• can't (negative)

- I can't whistle.

- I can't come to the cinema because I have a lot of homework.

• could (past)

- She could play the piano when she was four years old.

- I could run a lot faster last year.

Possibility:

• may

- They may come on holiday with us.

- There may be enough tickets left but we'll need to check.

• might

- It might rain later.

- I might go to the museum tomorrow.

• could

- There could be some juice left in the fridge.

- We could just stay home and watch a movie tonight.

• can -

- These worksheets can help you improve your English.

- This printer can sometimes get jammed.

Permission -

• can (least formal)

- Can you help me do my homework?

- Can we go out for dinner tonight?

• could (more formal)

- Could I have a glass of water, please?

- Could you pass the salt?

• may (most formal)

- May I use the bathroom, please?

- May I bother you for a tissue?

Suggestion -

•should

- You should never eat with your elbows on the table.

- You should go to the doctor if you are sick.

•shall (only used for 'I' and 'we')

- Shall I move the table over there?

- Shall we proceed with the ceremony?

Obligation -

• must - obligation coming from the speaker

- You must have a special permit to camp here.

- I must have that bag!

• have to - expresses external obligations

- We have to return the library books tomorrow.

- I have to wear a uniform to school.

Negative obligation -

• mustn't

- You must not enter the lab without protective eyewear.

- Children mustn't enter the shop without a parent.

• don't have to

- You don't have to clean the dishes - I'll do it!

- You don't have to fill out the form if you don't have time.

Future -

• will - certain future

- we will see the exam results next week.

- I will come to your party.

• would -

- It would be nice to see you at the event tomorrow!

- I would be honoured to present the award.

Have students answer the following questions:

How do you like to spend your money? Do you spend it all at once, or do you prefer to save it? If you found 30 euro on the ground, what would you do? Would you keep the money? Would you try to find the owner?

Discuss modern art with the student, ask the student to speak about their opinions on modern art, their favourite and least favourite galleries, artists they admire and specific pieces of work that they appreciate.

Have students colour the months and seasons wheel. Have each student describe the activity they do on the corresponding spaces.

Have students colour and cut out the monster body part pieces. Then have them glue them together, and test for knowledge about body part names.

Starting when their partner went to bed, students see how many true sentences they can make about things they did before that, working backwards slowly, e.g. “When you went to bed, you had already brushed your teeth” “That’s right” “When you brushed your teeth, you had already had a shower” “Wrong! I had a shower after I cleaned my teeth. My turn.”

Have students color and design the Mother's day card. Fill out the spaces in the wheel, listing reasons why their mom is "the best",

Split the class into two teams. Each team must choose one person to be their 'presidential candidate'. The other members of the team will act as reporters. Reporters will write statements based on a 'pretend' interview with the opposing candidate. They should write sensationalised statements claiming the candidate said they would do unfavourable things if elected.

Ex: Candidate Peterson said he would use the taxpayers money for his personal vacations. Candidate Peterson said that he would impose a 10 p.m. curfew for all teenagers under 18 years old. Candidate Peterson said he hates dogs.

To begin the game, the teacher stands at one end of a room or play area, while the children line up at the other end.

The students take turns asking “Mother may I ____?” and makes a movement suggestion.

For example, a student might ask, “Mother, may I walk?”

The teacher either replies “Yes, you may walk three steps” or “No, you may not do that, but you may _____ instead” and suggests another action.

It helps if you model on your blackboard the following examples.

Mother may I walk?

Mother may I crawl?

Mother may I hop?

Mother may I dance?

Mother may I run?

Mother may I skip?

Mother may I roll?

Mother may I march?

etc

The first of the children to reach the location of the mother/father wins the game.

Have students discuss the place that music holds in their life. Ask them to speak about their favourite genres/artists/bands and say why they like them giving reasons for disliking any music that they find to be unfavourable.

Have students list adjectives describing their mother and what makes her special.

The students sit in a circle, each one holding an object behind their back. (A marker, eraser, pencil, etc.) The teacher plays a song and the students, with eyes closed, begin to pass the items around in the circle. When the music stops, the students, one at a time, with the command of the instructor, open their eyes, see their object, and put in behind their back. The students then go in a circle, asking each other "Have you got the eraser?" If a student guesses correctly, the object is eliminated, and the student gets one point. Play until all the objects have been found.

Have students fold the card in half and colour it for decoration. In the spaces provided, list two things to describe the father.

The student will be given a selection of vocabulary. They are to deduce and discuss the meaning of the vocabulary and then create a small piece of creative writing using the new vocabulary. Encourage the student to identify any similes they may already know.Grapple, heritage, genetically, nooks, jumble, meticulously.

Cut out some squares and write numbers from 0-9 on them (do about 4 sets of 0-9). Put the numbers in a box and then instruct the students to take out the numbers and place them in a line as you call them out. Then check that the number code is the same as you called out. This also works well for phone numbers.

A non-defining or non-essential clause gives us more information about the person or thing we are talking about. If a non-defining relative clause is removed from a sentence, we lose some detail, but the overall meaning of the sentence remains the same. Non-defining relative clauses are always set off from the rest of the sentence with commas or parentheses.

Relative clauses can define the subject of the sentence:

• Miranda, who used to go to the same university as me, is having a baby.

Or the object of a sentence:

• We went to a lovely restaurant, where we both had steak.

Or the sentence as a whole.

• She gave me some money, which was very nice of her.

Common Mistakes:

Some Students do not put the non-defining relative clause close to the noun it describes.

• The chemicals flow into rivers, which are toxic. (wrong)

• The chemicals, which are toxic, flow into rivers. (correct)

Teach students numbers 1-10 and get students to repeat numbers in a circle to practice. Start with a different student each time so students get to practice all of the numbers.

These flashcards are useful for quick revisions in classes as well as many fun games to help reinforce number vocabulary. Your students will love the bright colours and cute pictures! Use the flashcards in lessons to:

• do pop quizzes on their names
• play Memory
• indicate points
• scramble and re-order (timed challenge)

You can also print the cards and display them as colourful classroom posters.

Have students answer the following questions:

What type of work do you think you'd like to have in the future? Why are you interested in doing this job? What are the pros and cons of this type of work?

This colourful and fun card can be printed as a poster or given out to students as a reference guide. It connects the digits of the numbers 1 - 10 to the spelling and provides the spelling for some other useful numbers. Read the words out loud and practice the spelling together to help your students gain confidence with using numbers in English.

Beginning with the teacher, each student will say one word at a time to further the story. Practice for correct verb tenses and linking expressions.

Stand in the middle of circle and say an adjective while pointing at a student. They duck down, the two either side must race to 'shoot' by saying the opposite of the adjective. The last person to say the opposite is eliminated.

The teacher starts by saying "on the book, on the table, on the book, on the table..." in a rhythmic way. Students tap their book, and then the table, following the rhythm. They must listen carefully because the teacher will suddenly change WHERE the hands should be! "Under the book!". The first student (or students) to successfully follow the instruction gets a point. Other examples include in front of the the book, above the book, or even on your head, behind your back, etc.

Have students make halloween characters out of paper plates.

To make the bat:

1. Coloured paper plate.

2. Cut two wings and two strips for the legs out of black construction paper.

3. Fold the strips of paper accordion-style and glue to the back of the plate along with the wings.

4. Glue two googly eyes to the front of the plate.

Frankenstein:

1. Green paper plate.

2. Cut hair, a mouth, and two bolts out of black construction paper. Glue hair and bolts to the back of the plate.

3. Cut two strips of green paper and fold accordion style. Glue to plate.

4. Glue googly eyes and mouth to the front of the plate.

To make the Jack-o-Lantern:

1. Orange paper plate

2. Cut a stem out of brown paper, a leaf out of green paper, and a mouth out of black paper. Glue the stem and leaf to the back of the plate and the mouth to the front.

3. Cut two strips of orange paper and fold accordion-style. Glue to the back of the plate.

4. Glue two googly eyes to the front of the plate.

Have students colour, cut and fold paper airplanes. Label each airplane with a different verb. Throw the airplanes, and have each student choose one at random. The student then has to act out the verb written on the plane.

Split the students into pairs. Tell them that they are planning a party together. They have to write a list of 5 things they have done and 5 things they still need to do to prepare for the party.

E.g.: I have bought all the balloons. I haven't sent the invitations.

After, the students will read their lists to the class. The other students must try to remember what still needs to be done. If they can correctly repeat the list, they'll earn a point. Continue until all students have presented their lists. The team with the most points at the end is the winner.

Have students colour and cut out the doll and various paper outfits. Have them dress the doll in different outfits, and describe where they will be going in each outfit.

'to be' + past participle

We use the passive voice when we want to focus on the experience of a person or object instead of the person who Is doing the action.

• The castle was built in the 10th century.

• The statue of David was made by Michelangelo.

We can use the passive when the person or thing that caused the action is obvious, unknown, unimportant or people in general.

• He was arrested. (obvious)

• Her phone was stolen. (unknown)

• The library was renovated. (unimportant)

• The diplomas were kept in the office. (people in general)

The passive can be used in the:

1. simple present - is/are + past participle

• These books are used by the students.

1. present continuous - is/ are + past participle

•The park is being preserved by a local conservation group.

1. simple past - was/were + past participle

• Latin was taught at the school until last year.

1. past continuous - was being + past participle

• The house was being cleaned while we were on vacation.

1. present perfect - have/has been + past participle

• The house has been sold.

1. past perfect - had been + past participle

•Instructions had been given to all of the participants.

1. future - will be + past participle

• The construction will be finished next month.

1. future perfect - will have been + past participle

• The store will have delivered the new tables by the weekend.

The past continuous is used to talk about an ongoing action that was interrupted by another action.

It's formed by the simple past of the verb 'to be' (was/were) + verb(ing)

• Mary was cooking when she got a phone call.

• Tom and Sara were walking to the park when it started to rain.

It can also be used to describe when two actions were happening at the same time.

• I was looking out the window while I was eating breakfast.

• They were listening to music while they were cleaning the house.

Had + past participle

We use past perfect to describe an action that was completed in the past before something else happened.

-I walked to school before it had started raining.

-I had saved my document before the computer crashed.

-He was very tired because he hadn't slept well.

We can use the past perfect with time expressions (when, after, by the time, as soon as)

-I had arrived at school as soon as it started raining.

-She saw the taxi after it had turned the street corner.

-She finished cooking dinner as soon as he had arrived home from work.

We can use also use them with adverbs such as just, already, ever and never. Please note the adverb goes between the auxiliary and main verbs.

-I had just arrived at the concert as it was beginning.

The simple past is used to talk about events that have been completed before the present time.

Regular verbs + ED.

• walk - walked

• play - played

• jump - jumped

• climb - climbed

• search - searched

Irregular verbs change completely.

• go - went

• eat - ate

• am - was

• think - thought

• swim - swam

The past perfect continuous describes an event that started in the past and continued up until another moment in the past.

• She had been working for the company for three years before she was promoted.

• They had been waiting for more than 40 minutes before their table at the restaurant was finally ready.

The past perfect continuous can also be used to demonstrate the cause and effect of actions.

• Emily was tired because she had been studying all night.

• Sara lost the race because she hadn't been training as hard as she used to.

Give students the PET speaking help cards and talk about the images. Have the students work in pairs to discuss what they see. For private lessons, the teacher will assume the role of the student partner. Encourage the students to focus on what the people in the pictures are doing/feeling.

Have students answer the following questions:

If you could have any animal as a pet, real or imagined, what would you choose? Why would this be your pet? What kind of games would you play together? What would your new pet eat?

The student is to choose a philosophical movement or a well-known philosopher to write about. They are to take the views of the movement or individual and write a short essay including their thoughts on the movement/individual, counterarguments people could have about these ideals and a concise conclusion. Allow the student a short time to research before they begin writing. Assign the completion of the essay as homework.

Students draw a slip of paper with a phrasal verb (or use Mica flashcards) and act it out without speaking. The rest of the class must guess the phrasal verb. For example, a student might pretend to "pick up" an object, "turn down" music or "get on" a bus. This game helps students associate the verbs with physical actions, enhancing recall.

A quick and novel way to keep reviewing phrasal verbs with your students. Consistency is key, so finding new ways to revisit the phrasal verbs you've learnt helps to keep it a regular part of your lessons without becoming boring and repetitive.

The answers are:

Across:

2) call off, 4) hold on, 6) put up with, 7) give up, 8) take over, 10) bring up, 13) turn down, 14) set up

Down:

1) check out, 3) hang out, 5) look into, 9) work out, 11) run into, 12) put off,

‍

These flashcards are useful for quick revisions in classes as well as many fun games to help reinforce the meanings of phrasal verbs. With this topic, consistency is key! Use the flashcards in lessons to:

• do pop quizzes on their meanings
• quickly hand out 2 or 3 per student for them to incorporate in a writing task
• play "Whose Line with Phrasal Verbs"
• play "Phrasal Verb Charades"
• mix up and hand out in groups and have students prepare a quick skit incorporating their card words
• play "Phrasal Verb Bingo" where students can collect flashcards as 'points' each time they use one naturally in oral or written tasks

20 Phrasal Verbs organised into cards with a mismatched definition. Play Dominoes: Students are dealt cards out and one is placed on the table to start. They then need to try and connect the definition side to a phrasal verb or vice versa. It’s a great way to review phrasal verbs and revisit the meanings of some common examples.

Includes 2 sets and an answer key.

A group or pair game with 10 task cards to hand out. Students try different combinations of verbs and prepositions to find the correct phrasal verb combination for each example. Great for practising using phrasal verbs and making sure the meaning is clear.

‍

A total of 60 discussion questions, grouped into 10 themes. This is the ultimate speaking practice set to improve your students' confidence in using phrasal verbs while sharing opinions, talking about hobbies and daily life. There are 10 colourful cards to hand out and have students work in pairs or small groups. There's a detailed lesson plan included too.

A playful way to reinforce phrasal verbs. Have the students write down a list of as many phrasal verbs as they know then work together to add them to the story. Some will work but many will not match the sense of the sentence. After laughing about any ridiculous sentences produced, let them have a go at fixing it but moving their phrasal verbs around or adding new ones.

Some useful phrasal verbs for this story are: turn down, check out, bring up, call off, look into, set up, take over, go through, put off, work out, hold on, give up and hang out.

‍

Here's a fun challenge for your students learning phrasal verbs. It's best for students at a B1 - C2 level. It helps them to apply these phrasal verbs in real-world contexts. Encourage them to use complete sentences to justify why they've chosen each picture for the phrasal verbs on the list. Allow some creative interpretation and guide students to use persuasive speech if necessary. This activity helps students develop speaking skills and reinforces the meanings of these common phrasal verbs.

A fantastic activity for students learning Phrasal Verbs. This scavenger hunt gets students up out of their seats as they hunt around the school for their next clues. Each clue requires an action that is described with a phrasal verb. See your students enjoying themselves as they get real-world practice using phrasal verbs. There's a detailed lesson plan and a teacher reference guide included too.

Phrasal verbs are made by combining a verb with a preposition or an adverb. These new verbs take on a different meaning than they have when they stand alone.

There are two types of phrasal verbs: transitive and intransitive.

Transitive phrasal verbs have an object.

The object can go (1) between or (2) after the phrasal verb.

(1) She took off her jacket.

(2) She took her jacket off.

(1) I want to try on that dress.

(2) I want to try that dress on.

(1) Angela has to call back her mum.

(2) Angela has to call her mum back.

(1) You need to fill out the form.

(2) You need to fill the form out.

Intransitive phrasal verbs do not have an object.

• We said we would never go back to that restaurant.

• Kate said she ran out of milk.

• The car broke down on our way to the football match.

• Tom said he will work out after lunch.

Handy reference card that can be reconstructed together with students as an anchor chart. It could also be printed and displayed as a poster in class, laminated and used as reference card to be passed around during writing tasks or even handed out to students to take home. We've grouped some common phrasal verbs together by themes that are particularly useful in collaboration and discussion tasks of the Speaking Exams at B2, C1 and C2 levels.

Use this card to keep track of your students' progress in learning these phrasal verbs. Revisit it regularly and make a note of their results. The answers are: turn down, check out, bring up, call off, look into, set up, take over, go through, put off, work out, hold on, give up and hang out.

Handy reference card that can be reconstructed together with students as an anchor chart. It could also be printed and displayed as a poster in class, laminated and used as reference card to be passed around during writing tasks or even handed out to students to take home. We've grouped some common phrasal verbs together by the root verb "Cut" to help students organise their learning and break phrasal verb vocabulary up into smaller groups.

‍

‍

Handy reference card that can be reconstructed together with students as an anchor chart. It could also be printed and displayed as a poster in class, laminated and used as reference card to be passed around during writing tasks or even handed out to students to take home. We've grouped some common phrasal verbs together by the root verb "Fall" to help students organise their learning and break phrasal verb vocabulary up into smaller groups.

‍

‍

Handy reference card that can be reconstructed together with students as an anchor chart. It could also be printed and displayed as a poster in class, laminated and used as reference card to be passed around during writing tasks or even handed out to students to take home. We've grouped some common phrasal verbs together by the root verb "Get" to help students organise their learning and break phrasal verb vocabulary up into smaller groups.

‍

‍

This useful card connects 15 common phrasal verbs to real-world scenarios with engaging discussion questions. Students will reinforce their understanding of the meanings of these phrasal verbs while learning how to express their opinions naturally on some everyday topics. It's a great way to liven up your lesson and build vocabulary, especially for students preparing for Speaking Exams at the B1, B2 or C1 levels.

‍

This colourful card connects 15 phrasal verbs to real-world scenarios with engaging discussion questions. Students will reinforce their understanding of the meanings of these phrasal verbs while learning how to express their opinions and talk about habits and daily life naturally. It's a great way to liven up your lesson and build vocabulary, especially for students preparing for Speaking Exams at the B1, B2 or C1 levels.

‍

Handy reference card that can be reconstructed together with students as an anchor chart. It could also be printed and displayed as a poster in class, laminated and used as reference card to be passed around during writing tasks or even handed out to students to take home. We've grouped some common phrasal verbs together by the root verb "Run" to help students organise their learning and break phrasal verb vocabulary up into smaller groups.

‍

This colourful card connects a variety of phrasal verbs to real-world scenarios with engaging discussion questions. Students will reinforce their understanding of the meanings of these phrasal verbs while learning how to express their opinions naturally on some everyday topics. It's a great way to liven up your lesson and build vocabulary, especially for students preparing for Speaking Exams at the B1, B2 or C1 levels.

This cute help card is a great way to introduce a set of useful phrasal words, grouped by the main verb "get". Print it as a poster to display in class, or as a worksheet. Make sure to give plenty of examples of how each phrasal verb on the card is used. Phrasal Verbs are tough to learn and need to be revisited regularly to give students a chance to become confident in using them.

This cute help card is a great way to introduce a set of useful phrasal words, grouped by the main verb "cut". Print it as a poster to display in class, or as a worksheet. Make sure to give plenty of examples of how each phrasal verb on the card is used. Phrasal Verbs are tough to learn and need to be revisited regularly to give students a chance to become confident in using them.

This cute help card is a great way to introduce a set of useful phrasal words, grouped by the main verb "run". Print it as a poster to display in class, or as a worksheet. Make sure to give plenty of examples of how each phrasal verb on the card is used. Phrasal Verbs are tough to learn and need to be revisited regularly to give students a chance to become confident in using them.

Liven up your lesson with this fun game and colourful task cards. The cards include 30 phrasal verb prompts that can be matched to the illustrations. Have students race to write appropriate sentences using the prompts. Encourage them to use their imaginations and be creative. It's a great way to practice putting phrasal verbs to use and seeing how they can be used in real world situations.

‍

Someone describes an image to the participants using different types of shapes, adjectives and verbs. The other students then try to use complete sentences and the present continuous to describe what they think is happening in the photo. The person who gets the closest to the original drawing is the winner and gets to describe the next picture.

A handy guide of 15 useful phrasal verbs. Great for students at at B1, B2, C1 and C2 levels who are trying to extend their vocabulary and get more comfortable with incorporating a variety of phrasal verbs into their spoken and written English.

Split the students into teams of two. Each team is given a picture book. The students must race to find images that match what the teacher is saying, such as 'A woman walking in the street' or 'A dog playing in the grass'. The teacher should find 5-6 examples from the book before the class begins. The team that finds the correct image first gains a point.

Take turns to draw a simple, quick picture. The other person then has to tell a story inspired by the picture you've drawn. This is particularly useful for private lessons, when trying to encourage more speaking.

The class is split into two or more teams. Each team has a chair.

Shout out the name of an object they can easily find in the room and a preposition of place i.e. “Put a book on the chair”

The designated team player must run and place the classroom object on, under, next to, behind… the chair depending on what you shouted out.

If possible place two chairs at opposite ends of the classroom so that they can’t copy each other and can then compare afterwards.

The student is to write a poem of at least 3 stanzas in a style of their choosing. They should be encouraged to think about their favourite poets and distinctive stylistic aspects of the work of their favourite writers.

They are completely free to choose whether the subject of the poem is personal, factual, abstract, based on nature or a landscape they may have seen, etc.

Have students answer the following questions:

If you could travel to a different planet, where would you go, and why? If you found an alien on this planet, what do you think they would look like? Describe them.

Possessive pronouns indicate ownership of someone or something.

They are divided into two groups: possessive adjectives and possessive nouns.

Adjectives:

• my - This is my bag.

• your - Aren't these your shoes?

• her - Can you borrow her guitar?

• his - Where is his camera?

• its - The house is hers. Its bathrooms are leaking.

• our - Have you seen our mum?

• your - Remember to bring your jacket.

• their - Is this their favourite restaurant?

Nouns:

• mine - The jacket is mine.

• yours - Those shoes aren't yours.

• hers - The dog is hers.

• his - The book is his.

• ours - The part of the garden isn't ours.

• yours - Which bicycle is yours?

• theirs - The house is theirs.

Have the students design, write and colour a post card to a friend describing a trip you went on for summer vacation.

These adorable flashcards are great for lessons on prepositions of placement. Your students will love the pictures and have fun learning these simple, common prepositions. Use them in pre-teaching, reinforcement games, as a reference guide for spelling exercises or even as a cute poster to display in class. Laminate them to be able to use them over and over.