The students will be able to complete a holiday check-list, christmas quiz and discuss holiday-related questions. The questions are not included and come in a format of an assortment of christmas symbols: students pick whatever symbol they like and the teacher gives them a corresponding question. There is also a staightforward template for filling in a christmas card.

The lesson can be completed in about 40 minutes; additionally, I recommend doing an activity around a chrismas song on this very site.

Christmas lesson (quiz + checklist)

 Past Simple Dominoes
Print and cut out dominoes. This is a game for 2-3 people. Find a card with the word START and the phrase "Peter drank a cup of coffee". Shuffle the rest of the cards and put face up. The goal of the game is to arrange the cards in order. The first player finds a card on which there is a picture that matches the phrase "Peter drank a cup of coffee". The player puts the card after the first card. The task of the next player is to find a card with a picture, which is described on the second card. And so on in turn until you reach the Finish card. If you don't understand the rules, look at the cards before cutting them out - they go in order. There is no competitive context in this game.


Past Simple game for 2-3 people

Made for A1/A2 level students. Use the pictures to discuss sports and sports equipment. Use comparatives to discuss each sport as a class or in individual lessons..

Student have to solve murder! Students one box at a time in any order they like, and they talk about what happened and when it happened: What happened before it, what happened after it. These boxes contain the clues of the murder which they have to put in order. 

Upper-Intermediate English Language Game

This powerpoint contains interactive games, vocabulary games, quiz games and comprehension games, along with a video and some discussion questions too. Read through the text and answer the questions.

Pollinators & Pollination: ESL Games and Videos

This powerpoint contains interactive games, vocabulary games, quiz games and comprehension games, along with a video and some discussion questions too. The subject is Biodiversity.

Biodiversity: ESL Games and Quizzes

Lead In: Teacher will show the students an image related to the Oscars and will asks students to talk with their partner about what they know about the Oscars. This includes what it is, categories, who won certain awards. Students then share with each other and teacher. 

Diagnostic Test: Teacher will instruct students to read the questions and focus on the underlined words. Students are to work together to determine the definition of the underlined word. 

Teach: Teacher will work off students answers from diagnostic test 1 to teach the appropriate vocabulary. If students know most of the words already, teacher will briefly teacher the unknown words and allow students to create and answer their own questions using the vocabulary word. Teacher will then go over students work and correct the students sentences and teach the definition if needed.

Test: Teacher will instruct students to work together to answer the questions from diagnostic test 1. Teacher will go over answers with students. 

Freer Practice: Teacher will instruct students to pretend they’re film critics. What is your favorite movie? What do you like about it? What did you think they could’ve done better? 
-
When students come back teacher will nominate a student to speak. The student will then nominate another student to speak. That student will first have to ask a question about whatever the previous student said before sharing what they had said in their breakout room. Pattern continues until time. 


Cinema Vocabulary Lesson -*n-depth*

The students are offered three Halloween-themed games: would you rather, scattegories and guess the sound. 

The lesson can last up to 40 minutes, and I suggest adding a fortune-telling game in the end: https://learnhip.com/fortune/index.php (students say a number between 1 and 4, and one of their classmates tells them their future based on the runes)

Halloween (speaking games)

This PowerPoint presentation provides a comprehensive introduction to active and passive voice. It covers key concepts, rules for converting sentences, an overview of "to be" verb forms, and simple practice questions. Ideal for ESL/EFL learners, this resource is perfect for teachers to use in classrooms or for self-study to build a strong foundation in grammar.

Introduction to Active and Passive Voice: Rules and Practice

Match the containers and units with the items to see how they are counted.
 Also learn that there are different units for mass and fluid in different countries.

How do you count ketchup?

Lead In: Teacher will show the students three article
headlines and their accompanying picture.
Teacher will ask students to think of how the
articles are connected. Teachers will ask
students to share their thoughts with each
other. Then the students will share their
thoughts with the teacher.

Diagnostic 1: Teacher will explain diagnostic test one
and do 1-2 of the questions with the students
so they understand the instructions. Teacher
will allow a moment for students to work on
it independently then the teacher will send
students to break-out rooms where they will
check answers together. Students will come
back to the mainroom where the teacher will
go over their answers.

Language Clarification: Teacher will elicit the meaning and form of
the pre-selected vocabulary words. Teacher
has also designed a small chart for students
to work on together to understand suffixes
which will be important for their controlled
practice. Students will share answers with
each other and then teacher.

Controlled Practice: There are 10 questions total. Teacher has
broken down the first 5 in a more simplistic
way. Teacher will instruct students to work on
the assignment together and share their
answers. Students then will share answers
with the teacher who will go over it with
them. If this simplified version is too easy for
them, teacher will repeat the process with
the unsimplified version of the last questions.

Speaking Practice: Teacher will instruct students to speak about
the ways how their country has changed in
the last 5 years. Teacher will display some
talking points for students if they are unable
to think of something themselves. Students
only have to talk about 1-2 things. They will
share their answers with each other in
breakout rooms. Then they will come back
and tell eachother what they talked about in
their breakout rooms.

Political & Business Vocabulary Lesson

Lead-in: To set the context on the theme of ‘our
digital world’. The teacher will use a
picture and verbal prompts to encourage
students to guess the significance of the
picture and then discuss it with the class.
After the students guess “The Internet”
The teacher will ask the students “what
they associate with the internet”
Students will then make a list and share
their answers. Teacher will provide
feedback in open class.

Task  1: Teacher will prompt the students to know
what we will be reading about the
Internet. Teacher will let students know
that the reading has 5 paragraphs and
that the students have to match the
paragraphs to the correct headline.
Teacher will introduce the headlines prior
to the reading. Teacher will instruct
students to work in groups for this task.
Teacher will then send students to
breakout rooms where they will complete
the task. Teacher will hop in and out of
breakout rooms checking in on the
students. After 5 minutes have elapsed of
group work students will share their
answers and the teacher will give
feedback.

Blocking Vocabulary: Teacher will use this time to teach
relevant vocabulary to the reading. The
words are Handful, Claim, and Crash
using various images. Teachers will use
the images to elicit the students and
guide them to the definitions using their
previous knowledge of synonymous
words.

Task 2: Teacher will show a designed set of true
or false questions. Teacher will tell the
students to go back into the reading to
find the answers. Students will return to
their breakout rooms. Teacher will
encourage students to check together
before they leave their breakout rooms.
Students will share their answers with the
class and teacher will provide feedback.

Freer-Practice: Teacher will show various images of
social media apps and explain their
internet usage. Teacher will then prompt
students to discuss their internet usage
habits.
If time allows, teacher will do some
content and language feedback

Cyberspace Reading and Questions

Lead-in: Discussion based lead-in. Teacher will give students a small sheet and with questions to ask their partner. Students will then share answers.

“Today we are going to talk about fashion and shopping. What do we know about it? Do we like it? Look at the handout and discuss with your partner” 

What was the last piece of clothing you bought?
Where did you buy it? Are you pleased with it?
Why / Why not?
Do you usually buy clothes in the same shop or do
you go to different shops? why?
Have you got or have you ever had a store card?
Why / Why not?


Pre-Teach Vocab: While students are working on their lead-in task with their partner teacher will begin writing vocabulary words on the board. Teacher will try to elicit meaning from students before going over it. Teacher will use CCQ’s to check students understanding. Teacher will model and drill pronunciation. 

“These are some vocabulary words related to fashion and shopping.” Teacher goes over vocabulary. 

Gist-Task: Teacher will explain the reading assignment and show the students the questions. 

“Okay you will read a flier with instructions for a survey. Read the flier and discuss the questions about the flier with your partner.”

What is this flyer for? 
What does the shop want you to do?
What does the shop promise to give you?

-Then teacher goes over the questions with students. 


Controlled Practice: Teacher explains the survey and goes over it. Teacher highlights the word Neutral and very quickly goes over the MFP as it is crucial to the survey. Students complete the survey and share their answers with their partner.


Freer Practice: Teacher tells students to “Talk to their partner about how people dress from your country, and the type of clothing shops you can’t find here.”
Teacher asks students to repeat the instructions to check students understanding. 
Teacher tells students to ask to follow up questions.
Students share with the class what they have learned from their partner.



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