Activities For AaTeenagers

List of Activities
1. Vocabulary usage
16. Guess Who?
31. Football Crazy: Shrovetide Football
2. Questions test
17. How to
32. Football Crazy: The FA Cup
3. Debate
18. Mimes
33. Football Crazy: The Apprentice
4. Last letter, First letter
19. Podcast- Moving Home (Part 1: Listening)
34. Tell Me Why
5. Unscramble
20. Podcast- Moving Home (Part 2: Transcript)
6. Call My Bluff
21: Podcast- Moving Home (Part 3: Listening for)
7. Matching Similes
22. Podcast- Moving Home (Part 4: Vocabulary)
8. Crossword Puzzle
23. Idiom cartoon
9. Categories
24. Invent a story
10. I Spy
25. Riddles
11. Drawing Race
26. Tongue twisters
12. Pictionary for the Ears
27. Asking / Giving directions
13. Odd One Out
28. Enigmas
14. Movie Reviews
29. Oral Charades
15. Simple Past song
30. Pronunciation Bingos
Prepared By: Scarlet Bondesto

Name of Activity: Vocabulary usage
Description:
Vocabulary
Make sure that the student understands the meaning of
the words given.
The student is expected to use some words in sentences.
Teachers Role
The teacher introduces the vocabulary lists for travelling.
The teacher explains how to do the activity by providing
a sample sentence for each word to learn how it is used
in context.
The teacher asks the student to use the words in
sentences.
The teacher corrects mispronounced words.
Students Role
The student defines the words given.
The student uses the given words in sentences.
The student shares her experience about travelling.
Variations
Introduction:
Many people like to travel during their school breaks or
vacations, and these trips might include a visit to a nearby
location or a place overseas. Read the words below and consult
a dictionary if you need a definition. Write a sample sentence for
each word to learn how it is used in context.
1. Youth hostel
2. Baggage
3. Travel agent
4. Boarding pass
5. Vaccinations
We can vary our vocabularies from simply showing of

pictures depending on the level of the student.
The sample given below is for a pre-intermediate
to intermediate student. The said activity needs
identification first. For beginners, the teacher may
opt to provide a list of words.
Description:
Questions test
The questions test the students understanding of the
definition of the word, the use of the word in context,
and where the word would be found in a dictionary
The student is expected to provide the missing word in
The questions test below reviews some of the words given in the
first activity. For each question, select the answer you believe is
correct. Complete the sentences below with the best answer:
1. In most cases, passengers have to show a ____________
before they can get on a plane.
sentences.
Teachers Role
a sample word and use it in a sentence.
The teacher asks the student to use the words given on
his/her own sentence.
Students Role
The student chooses the correct answer.
The student uses the given words in sentences.
The student shares her experience about travelling.
2. If
Travel brochure
Guidebook
Boarding pass
youre
especially
looking
for
affordable
designed
for
younger
accommodations
travellers,
then
_______________ might be right for you.

o
Hotel
Youth hostel
inn
3. When travelling to some places in the world, you might

have to get ______________ that will provide protection
from certain diseases.
o
Vaccinations
Baggage
Luggage
4. Planning a vacation meant calling a/an _______________ to

book your tickets, hotel and activities.
o
Immigration
Travel agent
Guidebook
5. Mr. Robertson needs to check-in his _____________ before

the flight.
o
Baggage
Carry-on luggage
passport
Name of Activity: Questions Test
Description:
Debate
A discussion between people in which they express
different opinions about something.
Aim is to improve conversational skills when supporting
a point of view.
The student should think of at least strong point/reason
for any of the debate topics given.
Teachers Role
The teacher explains how to do the activity.
The teacher should tally the strong and weak points of
the argument.
The teacher will also give her points/reasons of
arguments regarding the chosen topic.
The teacher will act as a judge too and give the
conclusion based from the tabulated reasons.
Students Role
Opinions, Preferences:
I think
In my opinion
Id prefer
The way I see it
As far as Im concerned
Im convinced that
I honestly feel that
I strongly believe that
Disagreeing:
Dont you think it would be better
I dont agree, Id prefer
But what about
Lets face it, the truth of the matter is
Giving reasons and offering explanations:
To start with, the reason why.
Considering
Allowing for the fact that..
Thats the reason why
Many people think
The student will choose one topic to be discussed.

The student will use the given phrases in expressing
opinions, offering explanations and disagreeing.
The student will state the reasons of using the strong or
weak points regarding the debate topic.
Variations
This activity is for upper-intermediate students. This can
be modified by letting the student give his views to all
the debate topics given.
DEBATE TOPICS:
1. Success in life means money.
2. TV is doing harm.
3. Women are not equal to men in society.
4. Childhood is certainly the happiest time of your life.
5. Cosmetic surgery- pros and cons.
Name of Activity: Debate
Description:
A popular Japanese game called Shiri Tori
The players are required to say a word which begins with
the final letter of the previous word within 10 seconds.
The teacher and student take turns to play.
The teacher will provide the first word to start off.
Players may use any words including nouns, verbs, and
adjective.
Words may not be repeated.
The player who gives out a wrong word will automatically
have a score of 1.
The player who reached five wrong words will lose this
game.
Teachers Role
Teacher starts by saying a word to the student.
Students Role
The student must make a word that starts with the last
letter of the word that the teacher said.
Variations
The sample given below is for a pre-intermediate to
intermediate student. The said activity needs
identification first. This can be modified by giving words
that are limited to a certain genre.
Example:
Teacher: Bus
Student: Steak
Teacher: Key
Student: Yellow
Teacher: Write
Student: English
Etc
Name of Activity: Last letter, First letter (Shiri Tori)
Name of Activity: Unscramble
Description:
The student has to unscramble the word that has its
entire letter mixed up.
Clue
Words:
When the game starts, the student will see a clue word at
the top of the playing field. This clue word will help the
student figure out the words which are scrambled below.
The scrambled words will be related in some way to the
clue words. They might be synonyms, antonyms, or
words which are used in conjunction with the clue word.
Teachers Role
The teacher explains how to do the activity by helping
the student answer the first scrambled words given
below.
Students Role
The student has to unscramble the word.
The student uses the unscrambled words in sentences.
Scrambled
Words:
Short exam
Quiz
Small house made of log
Cabin
Comedian
Joker
Nerdy
Geek
Having to do with sea
Naval
A room in school
Classroom
Name of Activity: Call My Bluff
Description:
It is a fun activity which is perfect at the start of term as
a getting to know you game.
It is also a brilliant ice breaker between students if you
teach classes who do not know one another.
Excellent for practicing speaking skills.
The player who asks the question will only be given 1
minute for each statement.
There are only 5 correct statements.
Teachers Role
The teacher writes 10 statements about herself on a
piece of paper, five of which should be lies and five
which should be true.
The teacher makes a poker face in answering the
students question.
The teacher should always correct students sentences as
you play game.
The teacher will tally the scores.
Students Role
The student asks questions about each statement for 1
minute only.
Before the game ends, the student will be given 3
minutes for guessing which among the 10 statements is
correct.
Description:
Similes
The student finds the second part of each simile on the
right.
the words given.
The student is expected to use some words in sentences
Teachers Role
The teacher introduces the matching activity.
The teacher defines the words given.
The teacher explains how to do the activity by explaining
and giving examples about similes.
The teacher asks the student to use some of the similes
in sentences.
PART I
as fresh as
a daisy
as innocent as
a church mouse
as quiet as
a parrot
as drunk as
an oak
as sick as
a lamb
as sturdy as
a skunk

Students Role
The student reads the words on the left.
The student matches the words on the right and put/
writes it next to the first part on the left.
PART II
as stiff as
The student uses some similes in sentences.
Variations
We can vary our matching activity from simply providing
similes with pictures suited for the level of the student.

as clear as
a rail
a whistle
as clean as
a bell
as plain as
leather
as tough as
day
as thin as
a board
opt to provide a list of similes.
Name of Activity: Matching Similes
Description:
The student provides words in the crossword puzzle
from the word bank.

the words given.
Teachers Role
10
11
The teacher introduces the crossword puzzle.
12

13
14
15
answer clues for the student.

The teacher asks the student to use some of the words
in sentences.
Students Role
The student reads the clues given.
The student provides the words in the crossword puzzle
from the word bank and writes it inside the boxes until
all the words are answered.
The student uses some words in sentences.
1. An ________movie is a movie with a lot of fighting and it can be violent.

3. Someone who likes to help people in need is____________.
5. What word is the simple past of escape? ________________.
9. A ___________is a movie which is funny and it can make us laugh.
12. Ghost movies are_____________.
13. What word is the simple past of meet?_____________
14. Adventure movies are______________.
Down:
Variations
We can vary our puzzle from simply providing the words
to showing of pictures depending on the level of the
student.
opt to provide a list of words.
WORD BANK:
Action, Comedy, Frightening, Boring, Western, Intelligent,
Laughed, Cartoon, Helpful, Met, Escaped, Fought, Exciting,
Saved, Brave
Across:
2. What word is similar to clever?____________

4. What word is the simple past of laugh? _______________
6. ______________is the simple past of save.
7._________ is the simple past tense of fight.
8. Romantic movies are sometimes____________.
10. Someone who is not afraid to do dangerous things is__________.
11. ____________is a movie about American cowboys usually riding horses
quickly and wearing hats.
15. ____________is a movie with animations like Tom and Jerry.
Name of Activity: Crossword Puzzle
Description
Letter 1:
Animals
The student provides relevant words for the 25
Foods
categories with the chosen letter. For example if the
Countries
starting letter is D you might choose words such as

dog, donut, Denmark, etc.
the words given.
Cities
Movie Stars
Sports
Colors
Jobs
Fruits
Vegetables
Teachers Role
The teacher introduces the categories chart.
Emotions
Tools
Singers
Movies
Weather
examples for the student.
Books
The teacher asks the student to use some of the words in
TV Shows
sentences.
Clothes
Songs
Drinks
Students Role
Toys
Furniture
The student chooses 3 different starting letters for
Desserts
Letter 1, 2 and 3 columns.
Girls Names
The student provides relevant words for the 25
Boys Names
categories with the chosen letter in each column until all

the words are answered.
The student uses some words in sentences.
Total
Letter 2:
Letter 3:
Name of Activity: Categories
Description
I Spy is a classic guessing game played by at least two
people.
It helps learners build vocabulary and improves their
understanding of adjectives.
The spy must look for something in sight or visible
around them.
Once the spy has found an object, the spy must declare
I spy with my little eye, something that ________. The
blank can be any clue about the object, such as starts
with the letter H, is yellow, or is round.
The other player take turns making guesses.
Each player should get at least one chance to be the spy.
Teachers Role
The teacher will be the first spy.
Students Role
The student must ask questions about the object with
only a yes or no answers only.
The student keeps guessing until the correct object is
picked.
Variations
This can be modified by showing multiple pictures to
spy.
To make the game interesting insist on using a word
graveyard. Place common words (such as simple colors,
shapes and plain adjectives) into the graveyard. Instruct
the spy that the graveyard words are dead and
therefore cannot be used to describe the object. Do not
allow the players to use the first letter word after
choosing an object. This will force players to use their
imagination when describing an object.
Name of Activity: I Spy
Name of Activity: Drawing Race

Description
Scene: A classroom
Helps learners build their speaking and listening skills.

Prepositions and vocabulary are also used in this activity
to enhance it more.
The learner is considered a winner if he/she gets a total
of 5 points.
Teacher: There is a desk in the middle of the room.

Student:
Teachers Role
The teacher describes a scene. For example, a classroom.
Teacher: Next to the desk there is a teacher.
The teacher keeps on giving details until you have

practiced all the vocabulary.
Student:
After giving all the details, the teacher checks the

drawing and gives 1 point for every detail that has been
drawn correctly.
The teacher explains every wrong drawing.
Students Role
Keep giving details until you have practiced all the

vocabulary.
The student needs a pencil and a piece of paper.

The student draws every detail given by the teacher.
The first student to complete the picture with all the correct
details is the winner.
Description
The object of the activity is to describe what word
is without saying the actual word.
The student cannot use their hands or make
noises, he/she must only describe orally until the
teacher gets the answer.
The student is given 30 seconds to describe
his/her chosen word.
The object is to get the student talk and the
teacher to just listen.
Teachers Role
The teacher listens to the student.
The teacher corrects mispronounced words after
30 seconds of describing the word by the student.
The teacher will guess the word.
Students Role
The student chooses a word from the Pictionary
board.
The student describes the word without saying the
actual word.
The student must only describe orally.
The student cannot use their hands or make noises
in describing the word.
Variations
The sample given below is for intermediate to
advanced students. The said activity needs
identification first.
We can vary our Pictionary by using vocabulary
Sample Pictionary board
Name of Activity: Pictionary for the Ears
Name of Activity: Odd One Out

Description
Odd One Out is a fun activity played in a similar way to
Rows and Columns, with the difference being that rather
than answer standard question, students must listen to 4
Here are few examples off odd one out questions that you
might like to use:
different English words and decide which is different

from the others.
Teachers Role
The teacher must lists 4 different English words.
The teacher says the 4 different English words.
The teacher asks the student to decide which is different
from the others.
The teacher asks the student to give the reason behind
their choice as well as the answer.
Students Role
The student needs to listen carefully to the words that
the teacher will say.
The student decides which the odd one out is.
The student gives the reason behind his/her choice as
well as the answer.
John, Steve, Matthew, Kate

Answer: Kate (because its a girls name)
Brother, Mother, Friend, Daughter
Answer: Friend (because they arent family)
Summer, Winter, Spring, March
Answer: March (because its a month, not a season)
Tokyo, Sydney, New York, Brazil
Answer: Brazil (because its a country, not a city)
Description
This activity gives students a chance to review a number
of movie trailers, discussing what type of movies they
are, interesting things that happened and giving them an
overall rating.
Students can review full movies but trailers work better
when working with a limited amount of time.
Teachers Role
The teacher chooses 3 movie trailers with different genre
Lets watch some movie trailers and review what we thought of

them.
1) Movie name: __________________________________________
What kind of movie is it? ______________________________
What was something interesting that happened during the
trailer? ____________________________________________
________________________________________________________.
each.
The teacher introduces the movie trailer to the student.
Students Role
The student watches the chosen movie trailers.
The student reviews the movie trailers given and
discusses what type of movies they are.
The student gives an overall rating for the movie trailers.
2) Movie name: __________________________________________

trailer? ____________________________________________
________________________________________________________.
3) Movie name: __________________________________________

trailer? ____________________________________________
________________________________________________________.
Name of Activity: Movie Reviews
Description
How Could An Angel Break my Heart

I heard he sang a lullaby
The song How could an angel break my heart is used in

this activity.
The video clip of this song is excellent for the student to
have a whole comprehension of simple past.
This activity can be used with basic students who are
learning the simple past.
Teachers Role
The teacher explains the activity.
The teacher plays the song so that the student can
I heard he sang it from his heart

When I found out thought I would die
Because that lullaby was mine
I heard he sealed it with a kiss
He gently kissed her cherry lips
I found that so hard to believe
Because his kiss belonged to me
How could an angel break my heart
Why didn't he catch my falling star
I wish I didn't wish so hard
Maybe I wished our love apart
recognise it.
The teacher provides the lyrics of the song.
The teacher asks the student to read through it while
listening to the song for the second time.
The teacher asks the student to underline all the verbs in
the simple past.
The teacher checks the underlined words and plays the
video clip again.
The teacher repeats the song with the student to explain
some new words that could be difficult to understand.
Students Role
I heard her face was white as rain

Soft as a rose that blooms in May
He keeps her picture in a frame
And when he sleeps he calls her name
I wonder if she makes him smile
The way he used to smile at me
I hope she doesn't make him laugh
Because his laugh belongs to me
Why didn't he catch may falling star
Maybe I wish our love apart
The student reads the lyrics of the song.

The student listens to the song for the second time.
The student underlines all the verbs in the simple past.
Oh my soul is dying, it's crying

I'm trying to understand
Please help me
Why didn't he catch my falling star
Maybe I wished our love apart
Name of Activity: Simple Past song
Description
Guess Who? is a guessing game for practicing describing
appearances.
There are 3 questions.
Question 1:
He looks happy. He has short, dark brown hair. Hes wearing
glasses and he has a beard and moustache. Hes smiling and
winking. Can you guess who it is?
Theres a short description and a choice of five faces.

Teachers Role
The teacher reads the description together with the
student.
The teacher explains some unfamiliar words to the
student.
Question 2:
Shes got a lovely, happy smile. She has shoulder length, dark
brown hair. Shes wearing glasses and she has a beauty spot on her
chin. Can you guess who it is?
Students Role
The student reads the description together with the
teacher.
The student asks the teacher about unfamiliar words.
The student provides the correct answer for each
guessing questions.
Question 3:
Shes in her late thirties. Her blonde hair is quite straight. She isnt
wearing glasses. She has laughter lines and dimples. Can you guess
who it is?
Name of Activity: Guess Who?
Description
This activity is a good opportunity for students to
practice their visualization skills.
How to
It sounds simple, reading and following written

directions is a complex skill student has to decode the
words, understand the directions, and then describes the
text.
This process of seeing images from text, or
visualization, is a strategy good readers use every time
they read.
1. How to eat with chopsticks.

2. How to start a car.
3. How to download a song.
4. How to put on make-up.
5. How to make a cup of tea.
Teachers Role
6. How to make an omelette.

7. How to draw a flower.

The teacher provides a copy of the activity to the
student.
The teacher instructs the student to describe do to do
each thing in the activity.
The teacher corrects the grammar.
Students Role
The student describes to the teacher how to do the
following things.
8. How to make an egg sandwich.

9. How to record a TV show.
10. How to make a phone call.
Name of Activity: How to
Description
To Indicate Categories:
Book title: Unfold your hands as if they were a book.
The activity requires our body to convey the meaning of
Movie title: Pretend to crank an old-fashioned movie
an action or an expression which the others have to
camera.
guess.
Play title: Pretend to pull the rope that opens a
This is suitable for all levels since it dont require a lot

of language.
This is a great way to revise or check students
understanding of new language.
The teacher and the student will have their own turn in
miming.
Each actor will be given 1 minute to guess the
word/phrase.
A stopwatch is used to track the time.
Teachers Role
theatre curtain.
Song title: Pretend to sing.
TV show: Draw a rectangle to outline the TV screen.
Quote or Phrase: Make quotation marks in the air with your
fingers.
To Indicate Other Things:
Number of words in the title: Hold up the number of
fingers.
Which word you're working on: Hold up the number of
fingers again.
Number of syllables in the word: Lay the number of fingers
When giving instructions for miming games, the teacher
on your arm.
tries to do one or two examples herself with the
Which syllable you're working on: Lay the number of fingers
students so they are clear about what they have to do.
on your arm again.
The teacher asks a few questions to check that the
Length of word: Make a "little" or "big" sign as if you were
student is clear about the instructions, e.g. can you
measuring a fish.
speak during the activity?

The teacher shows the list that the student needs to
mime.
Students Role
The student chooses from the list to be mime. (vice
versa)
The student acts the word/phrase. (vice versa)
Variations:
How to act out your Mimes
Each category has its own action which you must perform
initially to tell the others what you are about to try and
"The entire concept:" sweep your arms through the air.

"On the nose" (i.e., someone has made a correct guess):
point at your nose with one hand, while pointing at the
person with your other hand.
"Sounds like": Cup one hand behind an ear.
"Longer version of :" Pretend to stretch a piece of elastic.
"Shorter version of:" Do a "karate chop" with your hand
"Plural": link your little fingers.
"Past tense": wave your hand over your shoulder toward
your back.
A letter of the alphabet: move your hand in a chopping
motion toward your arm (near the top of your forearm if the
letter is near the beginning of the alphabet, and near the
bottom of your arm if the letter is near the end of the
alphabet).
Name of Activity: Mimes
Name of Activity: Podcast- Moving Home (Part 1: Listening)
Description
Podcast is a multimedia digital file made available on the
internet for downloading to a computer.
Links are provided to specific podcasts to facilitate
completing the activity.
Teachers Role
The teacher plays the audio file and let the student listen
to it.
The audio file can be found on this link:
http://www.podcastsinenglish.com/listen/level1/moving
.mp3
The teacher asks follow-up questions about the podcast.
Students Role
The student listens carefully to the audio file.
The student writes every important detail in the podcast.
The student answers the question.
Description
Transcript- Moving Home

Instruction: Try not to look at this until youve done with the
listening exercise.

Teachers Role
to it.
.mp3
The teacher does a role-play about the transcript
together with the student.
Students Role
The student reads the transcript while listening to the
audio file.
The student does a role-play about the transcript
together with the teacher.
Jackie: For this weeks podcastsinenglish.com Im talking to

Emily, hello Emily
Emily: Hello
Jackie: and Emily, um Im talking to you because I
understand youve just moved into a new flat, is that right?
Emily:
Yes, thats right. I just moved in um. Last week.
Jackie: Last week? Right, tell me um What is the main

difference then between your old flat and your new flat?
Emily: The main difference is that my old flat was much more
modern than the one I have just moved to.
Jackie: So you youve moved into an older flat, have you?
Emily: Yes, yes. Its got a lot more character.
Jackie: So, it looks nicer, does it?
Emily: Yes, much nicer its, its really beautiful.
Jackie: What about the size? Are they is the is the new flat
er much bigger than the old one?
Name of Activity: Podcast- Moving Home (Part 2: Transcript)
Emily: Um the size is about the same, actually. Um there are

two bedrooms in both flats.
Jackie: I think you said that your old flat, um it had a garden,
does this one have a garden as well?
Emily: Well no, it has a balcony this one. So its really nice I can
go I can sit outside and have breakfast on the balcony in the
morning. Um and no one can see me having breakfast, its
very private.
Jackie: Right. So youve gone from um a modern place and
youve moved into an old place, what was your reason for
moving then?
Emily: Well, I I like old buildings and thats a big reason for
moving. Um another reason is because I love cooking and the
kitchen in the flat I have moved to, um has a much bigger
kitchen and it is it is much easier to cook in and theres a nice
big table where people can sit down, um
Jackie: So you can eat in the kitchen?
Emily: Yes, you can eat in the kitchen and theres a lot of space
to cook in which is really nice. The kitchen in my old flat was
much smaller, um but there was a dishwasher, er which was
nice sometimes, but for me it is not really a big problem.
Jackie: So you dont have a dishwasher in your new place?
Emily: No, but I dont mind that.
Jackie: Okay, and are they both in the same area of town?
Emily: No, not really. Um another reason for moving is

because the flat, um, my new flat, um is much closer to work,
I can walk there it only takes five minutes on foot. My old flat
um was further away from work and I had to take a taxi in
everyday. Um and it got really expensive and and also really
enjoy walking, so thats another reason why I wanted to move.
Um there are also two other reasons, the first one, um was
because, um a really good friend of mine lives upstairs and
its really nice, so we can have dinner together sometimes and
and chat. Another reason is because theres some really good
shops nearby and a supermarket so it is very easy for me to do
my shopping there. And um also there are lots of nice cafes
and restaurants nearby too.
Jackie: Great. Is it er.. more or less expensive though?
Emily: Its actually less expensive so, its another reason.
Jackie: Great. Good well so I look forward to your house
warming party.
Emily: Youre very welcome.
Jackie: Thank you.
Description
Teachers Role
Moving Home Worksheet

1. Listen for general meaning
Listen to the whole podcast and answer this question:
Which sentence is correct?
a. There are many differences between the old and the new
flat.
b. There are only a few differences both flats are similar.
c. There are no differences both flats are almost the
same.

to it.
.mp3
Students Role
The student answers the activity provided.
2. Listen for more detail

Listen again and answer these questions.
a. When did Emily move?
b. What does Emily do on her balcony in the morning?
c. Emily moved because she loves c__________.
d. Can you eat in the kitchen in the new flat?
e. Is it a problem that Emily doesnt have a dishwasher
now?
f.
How long does it take Emily to walk to work?
g. How did Emily go to work when she lived in her old flat?
h. Jackie says shes looking forward to the house warming
p________.
3. After listening: Writing.
Complete the following sentences with your views.
For me, the most important thing is
______________________________________.
The least important thing is _______________________________.
Name of Activity: Podcast- Moving Home (Part 3: Listening for)
Name of Activity: Podcast- Moving Home (Part 4: Vocabulary)

Description
VOCABULARY WORKSHEET
Instruction: All the words for this activity come from the podcast:
Moving home

1. Emily uses a lot of adjectives to compare her old and new flat.
Look at the words below and put the adjectives into their
comparative form. There is an example done for you.
Teachers Role
ADJECTIVE
COMPARATIVE ADJECTIVE
Old
Older
Modern
Nice
to it.
Big
Easy
Small
.mp3
Close
Students Role
2. Extension (words not in the podcast). Some of the adjectives

above are antonyms they have the opposite meaning:
Old= Modern (for buildings)
Big= Small
The student answers the activity provided.
Close= Far
a. What are the antonyms of:

Nice
Easy
Expensive
b. What are their comparative forms?
Description
IDIOM: Open a can of worms.
Idioms are a weird (and fun) part of the English language.

They roll of the tongue without stopping at the brain
never meaning what they actually say.
Take a look at the cartoon and try to guess the idiom
being illustrated.
Teachers Role
The teacher instructs the student to read the information
about the picture.
The teacher checks the pronunciation.
The teacher introduces the activity.
Students Role
The student reads the information about the picture.
The student explains the meaning of the idioms given.
The student uses the idiom in a sentence.
Here we see a pair of fish having a discussion at the bottom of the

sea.
Fish loves to eat worms, and one of them, named Frank, is tempted
to open the worms with a can opener. He appears to have missed
the fishing lines attached to the can.
Variations
The other, smarter fish, is warning Frank that opening the can of
worms could mean a lot of trouble. Frank should listen to his
The given idiom can also be used in a conversation. Lets
friends warning, unless he wants to be somebodys dinner!
take a look at this example:

What do you think is the idiomatic meaning of Open a can of
Hey, Simon. Is Jane invited to your sisters wedding?

Sure. Why not?
Well Elsa is going to be there too.
So?
Isnt that going to open a can of worms?
What do you mean?
They havent spoken to each other since they broke up!
Oh, youre right! And they often fight.
worms?
Answer: The idiomatic meaning of open a can of worms is to
create a situation which leads to trouble.
Name of Activity: Idiom Cartoon
Name of Activity: Invent a story

Description
This invent a story writing activity for teenagers will help
teach them how to create the right atmosphere when
planning stories based around a chosen topic.
SENTENCE STARTERS
The sentence starters provided helps the student in

choosing the right topic to invent a story.
I had prepared a red cake
Teachers Role
The teacher introduces the sentence starters to the
Rudi has been cutting my hair for ten years now

I know that happy people have interesting stories to tell.
After that event, everything changed
I changed so much by just knowing this person.
student.
Alfonso was the best pizza maker in Rome.
The teacher instructs the student to choose one sentence
One morning, my clothes didnt fit anymore.
starter to be used in inventing a story.

The teacher corrects the grammar.
Students Role
The student chooses one sentence starter in inventing a
story.
The student invents a story.
Name of Activity: Riddles

Description
Riddle is a question or observation deliberately worded n
a puzzling manner and presented as a problem to be
solved.
A riddle is a type of verbal play.
Teachers Role
The teacher asks the student to choose a number from
1-5.
The teacher reads the riddle of the number chosen by
the student.
The teacher explains the riddle.
Try these brain-teasing riddles. How many can you solve

without looking at the answers?
1. If yesterday was Wednesdays tomorrow, and tomorrow is
Sundays yesterday, what day is today?
ANSWER: Friday
2. A murderer is condemned to death. He has to choose
from three rooms:
The first is full of boiling oil.
The second is full of assassins with guns,
The third is full of lions that havent eaten for
three years.
Which room is the safest for him?
Students Role
The student chooses a number from 1-5.
The student analyzes the riddle.
The student answers the riddle.
ANSWER: The third room is the safest. If the lions haven't

eaten for three years, they will all be dead.
3. Toms mom had four children. The first three are called
March, April and May. What is the fourths name?
ANSWER: Tom
4. A cowboy has a few days free time, so he decides to take
a holiday. He leaves on Tuesday, enjoys his two day holiday,
and then returns on Tuesday too. How did he do that?
ANSWER: Tuesday is the name of his horse.
5. When does 11 + 2 = 1?
ANSWER: On a clock ... 11 o clock plus 2 hours = 1 oclock
Name of Activity: Tongue twisters

Description
Pronunciation
The student practices a tongue twister with the teacher.
Make sure that the student pronounces each of the words
correctly.
Teachers Role
The teacher chooses the best tongue twister for his
1. Denise sees the fleece, Denise sees the fleas. At least Denise
could sneeze and feed and freeze the fleas.
2. Something in a thirty-acre thermal thicket of thorns and thistles

thumped and thundered threatening the three-D thoughts of
Matthew the thug - although, theatrically, it was only the thirteenthousand thistles and thorns through the underneath of his thigh
that the thirty year old thug thought of that morning.
3. The thirty-three thieves thought that they thrilled the
student.
throne throughout Thursday.
The teacher reads each of the words clearly to the
4. I wish to wish the wish you wish to wish, but if you wish
student.
the wish the witch wishes, I won't wish the wish you wish to
The teacher corrects mispronounced words of the
wish.
student.
The teacher challenges the student to read it as fast as he
can.
Students Role
The student reads the tongue twister slowly.
The student repeats the tongue twister, this time, a little
faster.
Variations
5. There was a fisherman named Fisher who fished for some

fish in a fissure. Till a fish with a grin, pulled the fisherman in.
Now they're fishing the fissure for Fisher.
6. Santa's Short Suit Shrunk.

7. There those thousand thinkers were thinking how the other
three thieves went through.
8. Willy's real rear wheel.

9. Six sleek swans swam swiftly southwards.
Depending on the ability of the student, he can also be

asked to memorize the tongue twister that will serve as
his homework. This is for the purpose of mastery.
Description
This activity will help the student to practice giving
directions and using prepositions of place.
Students Role
The student practices asking/giving directions from one
Teachers Role
The teacher draws a large simple map of two streets and
avenues intersecting, label the Streets and Avenues with
simple familiar names, then draw several squares along
the streets and label each: post office, library, bank, shoe
store, flower shop, restaurant, hospital, university,
airport, etc.
The teacher gives a demonstration to show the students
what will happen first by marking an X on the map as the
starting point then asking:
~ Can you tell me how to get to__________? or
~Do you know how to get to__________?
Then use some of the learned target phrases to
demonstrate how to give the directions. Turn left / right;
go(walk/drive) up / down _________street; next to;
between; across from; etc.
The teacher asks the student about the direction and take
turns asking the directions using the map on the board.
place to another using the handout maps.

EXAMPLE: You are at the bank and want to get to the
library. Using language learnt / practiced such as~ go
down _________street; turn left and you will see the
library next to the flower shop.
Name of Activity: Asking / Giving Directions
Name of Activity: Enigmas

Description
Enigma is a person or thing that is mysterious, puzzling,
or difficult to understand. The goal of this activity is to
combine information about the enigma and guess the
correct answer.
Teachers Role
student.
The teacher helps the student in guessing the chosen
enigma.
Students Role
The student chooses 3 enigmas from the list.
The student guesses the correct answer.
The student explains the reason of his/her answer.
**The answers are provided on the next page of this activity.
Enigmas
Bulbs - This is one of my favourite logic puzzles with a real life
solution.
Imagine you are in a room with 3 switches. In an adjacent room
there are 3 bulbs (let's say in lamps which are on a regular table),
each switch belongs to one bulb. All are off at the moment. It is
impossible to see from one room to another. No help from anybody
else is allowed.
How can you find out which switch belongs to which bulb, if you
may enter the room with the bulbs only once?
Ball in a Hole - A table tennis ball (= a ping pong ball) fell into a tight
deep pipe - it is about 30 cm long, buried in concrete pavement,
having firm metal bottom, only 1 cm of the pipe is above the
ground so it can not be moved. The pipe was only a bit wider then
the ball, so you can not use your hand.
How would you take it out, with no damage?
The Man in the Elevator - A man lives on the tenth floor of a
building. Every morning he takes the elevator down to the lobby
and leaves the building. In the evening, he gets into the elevator,
and, if there is someone else in the elevator - or if it was raining that
day - he goes back to his floor directly. Otherwise, he goes to the
seventh floor and walks up three flights of stairs to his apartment.
How come?
(This is probably the best known and most celebrated of all lateral
thinking logic puzzles. It is a true classic. Although there are many
possible solutions which fit the initial conditions, only the canonical
answer is truly satisfying.)
Ball - How can you throw a ball as hard as you can and have it
come back to you, even if it doesn't hit anything, there is nothing
attached to it, and no one else catches or throws it?
Strange Coins - I have two US coins totaling 55 cents. One is not a
nickel.
What are the coins?
What is Correct - Is it correct that seven and five is thirteen or seven
and five are thirteen?
Trains - A train leaves New York for Boston. Five minutes later another
train leaves Boston for New York, at double the speed. Which train
will be closer to New York when they encounter?
Fly - Two trains 200 km from each other are moving at the speed of
50 km/hour towards each other. From one train a fly takes off (at the
moment the trains are 200 km from each other), flying straight (upon
the rails) to the other train at the speed of 75 km/hour, bounces
away from it and flies back to the first train. This is repeated till the
trains crash into each other and the fly is smashed.
What distance is the fly able to fly until its death?
(There is a complicated and an easy way to solve this math brain
teaser.)
Midnight - If it were two hours later, it would be half as long until
midnight as it would be if it were an hour later. What time is it now?
Car -A military car carrying an important letter must cross a desert.
There is no petrol station on the desert and the car has space only
for petrol that lasts to the middle of the desert. There are also other
cars that can transfer their petrol to one another.
How can the letter be delivered?
Belt - A magic rectangular belt always shrinks its length to 1/2 and
width to 1/3 whenever its owner wishes something. After three such
wishes, its surface was 4 cm2.
What was the original length, if the original width was 9 cm?
Enigmas Solution
Bulbs - Keep the first bulb switched on for a few minutes. It gets
warm, right? So all you have to do then is ... switch it off, switch
another one on, walk into the room with bulbs, touch them and tell
which one was switched on as the first one (the warm one) and the
others can be easily identified ...
Ball in a Hole - All you have to do is pour some water into the pipe
so that the ball swims up on the surface.
The Man in the Elevator - The man is a midget. He can't reach the
upper elevator buttons, but he can ask people to push them for
him. He can also push them with his umbrella.
Ball - Throw the ball straight up in the air.
Strange Coins - This was just a catch question. One of the coins is
really not a nickel because nickel is the other coin.
What is Correct - Of course, adding seven to five makes twelve and
not thirteen.
Trains - Of course, when the trains encounter, they will be
approximately the same distance away from New York. The New
York train will be closer to New York by approximately one train
length because they're coming from different directions. That is,
unless you take "meet" to mean "pefectly overlap".
Fly - There is a complicated way counting a sequence. Or simply
knowing that if the fly is flying the 2 hours still at the same speed of
75 km/h then it flies a distance of 150 km.
Midnight - 9 p.m.
Reservoir - Because there are 24 hours in one day, in one hour fills
the first tap 1/48, the second tap 1/72, the third tap 1/96 and the
fourth tap fills 1/6 of the reservoir. That is all together (6+4+3+48) /
288 = 61/288. The reservoir will be full in 288/61 hours, which is 4 hours
43 minutes and about 17 seconds.
Car - There are 4 cars needed, including the car with the important
letter (which travels to the middle of the desert). Its empty tank must
be filled to the top to get to the end of desert. The way between
the military base (where the cars and petrol is) and the middle of
the desert can be divided into 3 thirds. 3 cars will go in their thirds
back and forth and overspilling 1/3 of their tanks. This way the tank
of the important car will be filled and the letter will be delivered.
Belt - The original length of belt was 96 cm.
Name of Activity: Oral Charades
Description
List:
Oral charades is a party game in which one person
pantomimes the name of something and the other
1. Angry Mailman
players try to guess what it is.
2. Sad Veterinarian
3. Disgusted Fireman
4. Wondering Actress
Teachers Role
5. Surprised Singer
6. Envy Blogger
7. Frustrated Nurse
The teacher makes a list of occupations and emotions.
8. Terror Teacher
(e.g. Happy Postman, Frustrated Teacher)
9. Bored Farmer
The teacher pantomimes the name of the chosen number
10. Aggressive Manager
by the student.
The teacher corrects the students mispronounced words.
Students Role
The student chooses a number.
The student tries to guess the correct word.
Description
This Bingo is for Noun-Verb Stress. The idea is to make a
Noun
Verb
Prgress
Progrss
Prsent
Presnt
Prtest
Protst
Cntract
Contrct
Dsert
Desrt
Rbel
Rebl
Sspect
Suspct
Cnsole
Consle
Cnflict
Conflict
Rcord
Recrd
Cnvict
Convict
Insert
Insrt
Prmit
Permit
bingo game contrasting the pronunciation of nouns and

verb with the same spelling. (Use a stress mark () to
show the students that nouns are stressed in the first
syllable and verbs on the second.)
Teachers Role
The teacher provides the list of noun-verb stress to the
student.
The teacher reads each word with the correct
pronunciation of noun-verbs that are stressed.
The teacher corrects mispronounced word.
The teacher asks the student to provide the meaning of
each word in the list.
Students Role
The student reads each word with the correct
pronunciation of noun-verbs that are stressed.
The student provides the meaning of each word in the
list.
The student uses it in a sentence.
The student reads the sentence with the correct
pronunciation of the noun-verbs.
Variation:
When you name the cards let the students listen to the
words but not look at them. This way they will be able to
distinguish the difference
Name of Activity: Pronunciation Bingos

Name of Activity: Shrovetide Football
Description
Football Crazy is a collection of short, pre-intermediate
texts looking at different aspects of the Football Game.
Each text is followed by tasks aimed at developing skills
such as reading for gist, skimming, scanning and key
areas of vocabulary.
Teachers Role
The teacher helps the student in analyzing the story.
Students Role
The student reads the story.
The student answers the post reading questions.
HISTORY QUIZ
The first recorded evidence of Shrovetide Football dates back to
the twelfth century. What other important events were
happening around the world at that time? Try this quick quiz:
a) In 1107, multi-color printing was invented to stop
people from making fake money. In what country was it
invented?
b) Which Cambodian temple was completed in 1150?
c) 1163 saw work start on which famous building in Paris?
d) Which world-famous learning institute was founded in
1167?
e) Construction started on a well-known London landmark
in 1176. Name it.
f)
Who led his armies to conquer much of Western Asia and

Eastern Europe in 1190?
HOW MANY ?
a)
.days are there in Lent?
b) .days are in Shrovetide?

c) players are in a Shrovetide football team?
d) villages and towns played annual Shrovetide Football in
the 12th century?
e) miles are there between the goal markers in
Ashbourne?
f)
times must the ball be struck on the goal marker?
g) times has the Shrovetide Football at Ashbourne been

cancelled?
h) years were there between the first ad second
cancellations?
Name of Activity: The FA Cup

Description
Teachers Role
Students Role
PHRASAL VERBS
Look through the text again. Try to find a phrasal verb that
means:
1. Challenge
2. Discuss
3. Increase
4. Participate
5. Eliminate
6. Arrive
7. Destroy
8. Cancel
COMPREHENSION TEST
1. How many teams enter the FA Cup each year?
2. When was the first ever FA Cup final?
3. What is a giant killer in football?
4. What was the problem at the 1923 FA Cup Final?
5. What was the special about the Cardiffs win in 1927?
6. Which two teams reached the final in 1953?
7. Why did the FA allow substitutes in the FA cup Final in
1967?
8. Where was the final played before the new Wembley was
completed?
Name of Activity: The Apprentice

Description
Teachers Role
Students Role
Reading Skills 1
Vocabulary
Check your comprehension of the article.
Look at the words in bold in the article. Can you match each
Which of these statements is correct?
with its definition?

1) Cleaning a floor with water
1) All trainees will play in the first team at their club.
2) Thought of as less important
2) Trainees have to do other jobs as well as playing football.
3) A person who stays away from other people
3) Most trainees believe they will be successful footballers
4) Achieve success
in the future.
5) Success and fame
4) Gary Neville regrets the sacrifices he made as a trainee.
6) Improving
5) Wayne Rooney still has to clean his own boots.
7) Earn enough money to survive
Reading Skills 2
Look back at the section titled A Day in the Life. What is a
trainee typically doing at these times?
1) 9:30am
2) 11:00am
3) 12:15pm
4) 3:00pm
5) 8:00pm
6) 12:00am
Description
The point of this activity is to try to answer questions.
We often take for granted many things but if we consider
them carefully sometimes they are not necessarily
logical. These questions are intended to make students
speak. In most cases there are no right or wrong
answers.
If you're so WISE can you tell me WHY.

Some birds have wings but never FLY.
Not all the monkeys have a tail BEHIND.
Leopards have spots and TIGERS STRIPES.
Grooms dress in black and BRIDES in WHITE.
Teachers Role
People wave their hands when they say good BYE.

The oceans blue and so is the SKY.
student.
The teacher listens carefully to the students answer and
Our EYES shed tears when we CRY.
shares his/her opinions too.
We must WRITE letters from left to RIGHT.

Students Role
Roosters crow in the mornings at six or FIVE.

The student chooses 5 sentences from the given
examples.
People throw RICE to the groom and BRIDE.
The student explains their point of view from the given

sentences.
Variations
We stretch and yawn when we feel so TIRED.
As you can see I repeated the /ai/sound to create a

special sensation to the ears. These questions can also
help you to teach pronunciation and intonation if you
read them with the proper rhythm.
Name of Activity: Tell Me Why

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List of Activities

16. Guess Who?

31. Football Crazy: Shrovetide Football

32. Football Crazy: The FA Cup

33. Football Crazy: The Apprentice

4. Last letter, First letter

19. Podcast- Moving Home (Part 1: Listening)

34. Tell Me Why

20. Podcast- Moving Home (Part 2: Transcript)

21: Podcast- Moving Home (Part 3: Listening for)

22. Podcast- Moving Home (Part 4: Vocabulary)

23. Idiom cartoon

24. Invent a story

11. Drawing Race

26. Tongue twisters

12. Pictionary for the Ears

27. Asking / Giving directions

13. Odd One Out

14. Movie Reviews

29. Oral Charades

15. Simple Past song

30. Pronunciation Bingos

Prepared By: Scarlet Bondesto

We can vary our vocabularies from simply showing of

_______________ might be right for you.

3. When travelling to some places in the world, you might

4. Planning a vacation meant calling a/an _______________ to

5. Mr. Robertson needs to check-in his _____________ before

Name of Activity: Questions Test

The student will choose one topic to be discussed.

Name of Activity: Debate

Name of Activity: Last letter, First letter (Shiri Tori)

Name of Activity: Unscramble

Small house made of log

Having to do with sea

Name of Activity: Call My Bluff

The teacher corrects mispronounced words.

The student uses some similes in sentences.

The sample given below is for a pre-intermediate

opt to provide a list of similes.

Name of Activity: Matching Similes

Make sure that the student understands the meaning of

The student is expected to use some words in sentences.

The teacher introduces the crossword puzzle.

The teacher defines the words given.

answer clues for the student.

1. An ________movie is a movie with a lot of fighting and it can be violent.

2. What word is similar to clever?____________

Name of Activity: Crossword Puzzle

The student provides relevant words for the 25

categories with the chosen letter. For example if the

starting letter is D you might choose words such as

The teacher defines the words given.

The teacher explains how to do the activity by providing

examples for the student.

The teacher asks the student to use some of the words in

The teacher corrects mispronounced words.

The student chooses 3 different starting letters for

Letter 1, 2 and 3 columns.

The student provides relevant words for the 25

categories with the chosen letter in each column until all

Name of Activity: Categories

Name of Activity: I Spy