Resources

These colourful help cards are great for lessons on the present perfect tense. They show how to form the present perfect tense in the affirmative, negative and interrogative forms for all subject pronouns, with examples for each type. Use them in pre-teaching, as reference guides or simply as posters to display in class. Your students will love the clear, modern layout and colourful illustrations.

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This detailed reference card is a great introduction to the present perfect tense. Print it for teachers to make sure the topic is covered well. It can also be used as a student handout, or even displayed as an informative poster in the classroom. It covers a simple overview of why this tense is used and how to form it.

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Have the students sit in a circle and hold up one hand each, showing 5 fingers. These are their points in the game. The students then take turns saying something they have never done. For example "I have never been to France" It should be a true statement. Anyone in the circle who HAS done what was described must lose a point, by lowering 1 finger. The last person to lose all their points is the winner. The idea is to think of things you have never done, but you think are likely to have been done by the others in the game. This game needs close monitoring to make sure there is no inappropriate information being shared, but when played well it is a fun way for students to review and practice using the present perfect tense. It also helps them to connect this tense to the idea of using it to talk about life experiences which is a common real-world application.
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Here are some more examples:
I have never driven a car.
I have never eaten sushi.
I have never been late to school.
I have never been to a Taylor Swift concert.

This is a reading comprehension activity that helps to reinforce the present perfect tense. It contains 5 colourful cards featuring a long descriptive text to read and a list of activities to match. The activities listed are expressed in the present perfect tense. Allow 30 minutes per story card. A detailed lesson plan is included. Various verbs are used to describe the days of 5 different characters. Great for extending vocabulary and testing reading comprehension.‍

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Brighten up your classroom with this colourful, eye-catching poster. "Present? Perfect!" is the perfect conversation starter to help get your students excited about learning the present perfect tense.

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This colourful help card is great for lessons on the present perfect tense. Your students will love the colourful layout that helps make the different applications of this tense clearer. Use it in pre-teaching, as a reference guide or simply as a poster to display in class. You can also use it as a template to rebuild wiht your students as an anchor chart.

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22 colourful cards with occupations and questions to match them. This activity helps students ask and respond to questions using the present perfect tense. It reinforces the use of this tense to talk about past experiences. This is not only a fun challenge but also reinforces their memory recall of past participles. It's a great activity to improve speaking skills and improve your students' confidence in using the present perfect tense in conversation.

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10 colourful themed mini cards with a total of 30 questions that use the present perfect tense. Teacher instructions included. This activity helps students ask and respond to questions using the present perfect tense. It reinforces the use of this tense to talk about past experiences. This is not only a fun challenge but also reinforces their memory recall of past participles. It's a great activity to improve speaking skills and improve your students' confidence in using the present perfect tense in conversation.

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Use this worksheet as a fun way to reinforce spelling rules and vocabulary recall of past participle forms of verbs. Students work together to unscramble the letters to discover the correct spelling of the verb. Fun to do in pairs.

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Use this card to keep track of your students' progress in learning the spelling of these past participle verbs. It's particularly useful when studying the present perfect tense. It includes some tricky cases. Revisit it regularly and make a note of their results.

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Give the students the word search and explain that hidden within the grid are the verbs in the past participle form listed below. Ask the students to find and circle all the verbs. This is not only a fun challenge but also reinforces their memory recall of some common past participles that will be useful for forming the present perfect tense.

Have the students sit in a circle and hold up one hand each, showing 5 fingers. These are their points in the game. The students then take turns saying something they have never done.

For example "I have never been to France"

It should be a true statement. Anyone in the circle who HAS done what was described must lose a point, by lowering 1 finger. The last person to lose all their points is the winner.

The idea is to think of things you have never done, but you think are likely to have been done by the others in the game. You can even target certain players by choosing things you're sure they have done.

Here are some more examples:

I have never driven a car.

I have never eaten sushi.

I have never dyed my hair.

I have never failed a test.

I have never been late to school.

I have never been to a Taylor Swift concert.

I have never flown on a plane.

I have never seen a shooting star.

This game needs close monitoring to make sure there is no inappropriate information being shared, but when played well it is a fun way for students to review and practice using the present perfect tense. It also helps them to connect this tense to the idea of using it to talk about life experiences which is a common real-world application.

Students see and hear series of statements about the classroom, e.g "the door is red", "the table is big", "the wall is blue". They are given a piece of paper each and have to write true or false for each statement. They receive one point for each correct answer and the student with the most points wins.

Split your students into 2 groups: journalists and celebrities (sports stars, actors etc).

Have the journalists write down questions for the celebrities about their future plans, using the present continuous tense.

For example: Are you attending the Oscars this year? Are you making any interesting movies after this one? Are you playing at the World Cup next year? Are you releasing a new album soon? etc.

Have the celebrities respond in full sentences.

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The present simple is used to talk about...

1. Habits

• I play the guitar.

• I run every day.

For the third person (he/she/it) add 's' to the end of the verb.

• She plays basketball.

• He enjoys reading.

1. General truths

• Cobras are dangerous.

• Water boils at 100 Celcius.

1. States and conditions

• She is tall and has short hair.

• You look beautiful.

• We want more examples.

1. Future schedules

• The show starts after dinner.

• Thr train leaves at half-past seven.

1. Fixed or permanent things at the time of speaking

• She lives in Berlin.

• They are married.

• I ski every winter.

The student is to invent a product and then write a description about it. It should contain the specifications of the item, a thorough description of it, an insight into the target user and any other relevant details.

Have students cut orange construction paper in the shape of a pumpkin, glue to a piece of paper. Once glued, have them cut out the pumpkins eyes, nose, mouth with black and white construction paper and glue on making different emotions. ie. silly, happy, spooky.

Standing or sitting in a circle, one person starts by asking a question. They must direct it at another classmate, and the classmate must respond with a question. If they hesitate, if they answer the question, or if they don't choose a new person, they are eliminated.

Read a paragraph, sentence or article (depending on the level and age) and get the students to recite, describe or respond to questions about the text.

This captivating teaching activity gives students practice at asking and answering questions using different question structures. The students are put into large groups and each student is given a copy of the worksheet. Each student writes their name at the top of the paper and then gives their sheet to the person sitting on their left. This person thinks of a question that they would like to ask the student whose name is at the top of the worksheet. They write their question on the worksheet. The activity is repeated until the students receive the worksheet with their name at the top. The students then go round the class, find each of the students who wrote a question for them and answer it.

Have students cut brown construction paper into a thick band the size of the students head, then staple together to create a hat. Trace the students hands on brown paper, cut them out, glue to a popsicle stick, and staple to the side of the hat. Glue googly eyes and a red construction paper nose to the front of the hat.

Split the students into groups of two. Each group must think of one historical event, real or imagined, and use the third conditional to describe how things could have happened if the events had been different. Have the pairs write one paragraph re-writing the event. When the students are finished, have them read their paragraphs out loud to the class.

Discuss different 'famous people' with the class. Ask students for some examples. Write a list together of reasons why someone could be famous. (E.g. musician, artist, scientist)

Ask each student to imagine they are famous. Ask them to decide what it is they would be famous for. Then, have the students write a schedule detailing what a typical day might be like for their 'famous persona.'

(e.g. 'A famous football player'

6 a.m. wake up, 6:30 a.m. eat breakfast, 7 a.m. go running, etc.)

When they're finished, have them write sentences about their day, using time in the written form. (E.g. I wake up at half past seven.)

Using 'day of the week' flashcards, the teacher will place the cards in different areas in the room. The teacher will call out a day of the week. The students must go to the card with the correct day written on it.

Discuss rule-breaking with the student. Debate whether or not it is acceptable to break rules. In what circumstances might this be an option or even the right decision? Are there rules for breaking rules? Instruct the student to think of an example of rule-breaking that has had a 'positive' outcome. Either in her/his own life, historical or cultural.

Have students write their own 'rules for living a good life.' After they're finished, read the lists together with the class. Have students vote on which rules they think are the best.

E.g.:

You should sleep for 9 hours each night. You should not eat ice cream for dinner.

You must not lie to your friends.

You don't have to wake up early on weekends.

Have students answer the following questions:

What is the best season of the year? What do you typically do in this season? What are the early signs of this season? What is the worst season of the year, and why?

Have students answer the following questions:

What is one thing about yourself that makes you feel confident? One thing that makes you feel insecure? Do you think it's important to feel self-confident? How can high or low self-esteem affect someone's life? What things make you feel afraid or delighted? Discuss 'Highs and lows' vocabulary words. Amazed, annoyed, depressed, frightened, worried, excited, jealous, proud, relaxed, uncertain, confused, elated.

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

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

• do pop quizzes on their names
• play Memory
• hand them out and have them incorporate those shapes in a picture, then switch
• play "Colour/Shape Find" (scramble the cards and pick one out. The students call out the colour and go to touch something in the room of that colour or shape).

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

One person plays the part of Simon who tells the students to act out a verb or do an action. If Simon doesn't say "Simon says" and the students act out the word, they are eliminated.

This cute, colourful guide to common shapes is the perfect complement to beginner lessons (for example in our Basics Track or the pre A1 and A1 levels in the Cambridge Track). Display it as a poster, laminate it for use as a reference or hand it out for students to take home. You can also use it as a template to rebuild together as an anchor chart. We've chosen plenty of bright colours so you can combine it with lessons on colour vocabulary too.

Split the class into two teams. Each team must brainstorm a list of verbs in the simple present. Team 1 will "throw" a verb in the simple present to team 2, who must correctly change the verb to the simple past to earn a point. If team 2 answers incorrectly, team 1 can steal the point if they know the correct answer.

Split the students into pairs. Assign each pair a situation. Ex: 'A friend has asked your advice about the best way to prepare a party.' or 'A student is asking their mother permission to stay home from school.' Students must use appropriate modal verbs to offer advice to their classmates.

Have students staple a small paper plate on top of a large one, to make a snowman's head on top of a body. Then, have them use construction paper to decorate the snowman, making hats, a scarf, buttons and a face. Finally, they are to staple two pipe cleaners to the side of the snowman to make arms.

Have students cut out a scary skeleton with your students and write down the body parts on the back or on a piece of paper.

Discuss social media. Have students answer the following questions:

How does social media impact our lives? What is FOMO? (fear of missing out) Do you think social media is good or bad? What ways can it help people? What ways can it hurt them? Do you use social media?

Have students discuss the social security (benefits) system in their country. Encourage the student to speak about their own opinion on this system. Discuss whether it works, what the positives are, any flaws that may exist, possible ways to improve its functionality, etc.

Line up one of each coloured marker on a table or desk. When the teacher says go! The selected student must name all the coloured markers correctly (timed). The fastest student wins a point.

Tell the students a number and they have to get into groups of that number. If they are not in the correct groups of that number, they are eliminated.

Introduce your students to simple sports vocabulary with our set of 19 easy-to-use flashcards. Perfect for teachers, these cards showcase common sports with fun illustrations and colourful labels, 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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Discuss some examples of 'awards' that can be won such as the Oscars or the Nobel Peace Prize. Then, present the student with the following prompt:

Imagine you have just won a special award. You must give a speech discussing your achievement and what you had to do to earn this accomplishment.

Give the students each a few minutes to prepare their speeches, then have them present to the class.

Students are divided into 2 teams. The first student from each team comes to the board. The teacher gives them a word to spell. The student who spells the word correctly wins a point for their team. The team with the most points wins.

The student will be able to choose one card from three different categories: Objects, Theme and Characters. The words in each category are to be chosen from the test the student has just completed. The student is to formulate an opening paragraph of a story based around the chosen cards. Encourage the student to include at least one rhetorical question in their writing.

Using story cubes or other picture prompts, create a story in the present, past or future. You can have the students write it down or /and say it out loud.

Discuss adverbs of time: before, when, then, while, after, it wasn't until, finally, during, first of all, whenever, as soon as.

Have each student tell a story about a time they found 30 euro on the ground. Encourage them to use the adverbs to provide a context of time. For private lessons, have the student retell the story from the third person perspective.

Give your students a topic, scenario or the beginning of a story and have them write about it or continue the story. When they are finished have them correct another student's story.

Have a discussion about what a desert island is or how one might end up there. Then, write the following questions on the board for the students to write their answers to.

1. What would you do if you were stranded on a desert island?

2. If you could bring 3 things with you, what would you bring?

3. Would you try to find a way home, or would you stay there forever?

4. What do you think you'd eat or drink there?

When students are finished, have them read their sentences to the class.

The students have applied to work as camp helpers for an English summer camp. Students must write a paragraph describing their relative experience. Ex: I have been studying English for 6 years. I have worked with children before. Etc. Have the students present their applications to the class. Have the students vote for the most qualified candidate.

Have students answer the following questions:

Have you ever been to a summer camp? What camp did you go to? What did you do in this summer camp? If you could choose any summer camp to attend, where would you go, and why?

Have students invent their own summer camp. Ask them to consider what activities the campers would do, what they would eat, and where the camp would be.

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.