Resources

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.