Write your name, age, marital status, job, country, address and phone number on the board. Elicit the questions from the students, such as: 'Where do I live?', 'What is my phone number? Get the students to do the same activity in pairs. Write a famous person’s information on the board. Elicit the changes in the form of the questions (e.g. What’s your name? - What’s his/her name?) Tell the students they will ask for two...

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It is useful for students tot identify the phonic sounds of the alphabet so that they can speak English accurately. Depending on where they are from, our non-native speakers have problems with certain letters. Look at the follownig box and notice the problems that students from different countries might have with certain phonetic sounds. Nationality Phonetic Sound Example Sound Produced French /Ø/ Theatre Seeatre Japanese /l/ Trolley Trorrey Greek /ƒ/ Shopping Sopping German /w/ Whatever...

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On the left hand side of the board write down four questions in short form (e.g. favourite food? best friend? have dinner? go last weekend?) to elicit the question words ‘where’, ‘when’, ‘who’, ‘what’ and 'why'. When the students tell you the answers, write down the four full questions, highlighting the form (e.g. what is your favourite food? = for a noun we use the auxiliary verb ‘to be’, when do you have dinner? =...

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Print out the lyrics to your chosen song and cut each line into seperate strips. Get the students into pairs/groups and give them a set of the lyrics (jumbled up). Get the students to listen to the song and put the lyrics in the correct order.

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On the board draw a box and next to the box give a clue ‘It is black’. Get students to ask what is in the box, hopefully eliciting ‘Is there…?/Are there…?’ (E.g. ‘Is there a dog in the box?’ and ‘Are there sweets in the box?’). When they give up tell them: ‘No, it’s a TV!’ Pre-teach vocabulary and revise prepositions ‘in, on, under, next to, in front of, behind’ (you can do this by...

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Board race. Split the students into two or three groups depending on your class size. Divide the board into three sections (in columns). Ask the students to line up opposite their section in a line. Inform the students that the first person must come to the board, write one number, and then go to the back of the line (through miming). The next person will then repeat the process…and the next. The team with the...

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Using realia, pictures or miming; make sure the students have enough vocabulary to use and vary the structure of the lesson. First, mime that you like eating / drinking / playing 'something' and that you like a movie / sports personality. This will help your students to understand the meaning of "like" and "don’t like". Elicit the statement first: "I like ___." Then elicit the question form: "Do you like ___?" At the end of...

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Put students into teams and give each person a famous identity. Set the scene with some background info - Tell the students their group is in a hot air balloon that is too heavy, and one person must jump/be pushed out of the balloon or else everyone will crash! They must fight for their position by debating!

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Choose four pictures to draw on the board to portray the forms. For example you could draw an apple to demonstrate it's an apple; a pear to show it's a pear and rice to show it's rice (i.e. uncountable). Draw a simple grid on the board with different food and arrows going to different squares on the grid. You will also need some actions such as 'go back one step' or 'go forward two spaces'....

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Play a game of ‘Yesterday’. Ask a student what they did yesterday: ‘Yesterday, I went to work’. Then the teacher repeats this and also adds a sentence: ‘Yesterday I went to work and I met Brad Pitt’. Then prompt the next student to repeat the two sentences and add a sentence of their own (e.g.‘Yesterday I went to work and I met Brad Pitt and we talked about Angelina Jolie’, etc.). And so on… Ask...

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