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2.3 Activities A-Z
45
2 Read out your words in random order. Students
have to fill in every square in the table, and
remove the three words that don’t fit (of
course students may fill out the table in a
different order).
Variation:
• Students could do this in groups, with one
student in each group reading out the words.
5. New combinations
Before class: Note down ten adjective + noun
combinations students have recently learnt (e.g.
tall man, modern building).
1. Write the adjective + noun combinations on
the board (ask the students to guess what
noun you’re going to write next, in order to
keep them engaged).
2. Divide students into groups. They need to write
as many different combinations as they can in
three minutes.
3. Discuss what combinations are and are not
possible.
Extension:
• Students write a story using some of their new
combinations.
6. Collocation snap
Before class: Photocopy & cut up sets of 10+
adjective + noun collocations (e.g. heavy + rain).
Each word should be on a separate card. Create
one set for each group of around 4-5 students.
1. Divide students into groups. Give one set of
cards to each group.
2. Students match the adjectives and nouns face
up on the table.
3. Ask groups to choose a group leader. The
leader picks up the cards and shuffles them.
4. The leader places one card at a time face
up in a stack on the table. All students say the
word as its revealed.
5. When two consecutive cards make a
collocation, the first student to bang their hand
on top of the cards and say ‘snap!’ wins a
point.
6. The winner is the first to five points.
Variation:
• You could use snap for any sort of vocab
matching (e.g. synonyms, antonyms, picture +
word).
7. Collocations from a text
Before class: Use a text students are going to read
for understanding first. Make sure it has a number
of relatively strong and useful collocations (e.g.
weak tea rather than expensive tea).
1. First have students read the text for gist and
detailed understanding.
2. Draw students’ attention to an adjective +
noun collocation in the text.
3. Ask them to underline any other adjective +
noun collocations they can find.
4. Have students write a short text related to the
topic using the collocations they found.
Variations:
• Students could find different types of
collocation (e.g. noun + noun, adverb +
adjective, verb + adverb etc).
• Students could use learner’s dictionaries to
do this – you could highlight the fact the
dictionaries list common collocations.
Adverbs in -ly : GRAMMAR
1. Adverb role play
No preparation
1. In groups, students write a script for a role play
based on functional language they have been
studying.
2. They need to give directions to the performers
in brackets, e.g. ‘Customer (angrily): I want my
money back!’
3. Students practise and perform their role play.
2. Adverb mime
see page 191 - Describing actions: -ly
Before class: Photocopy and cut up the cards
on page 98. Create one set for each group
of around 4-5 students. Keep A (action) and B
(adverb) separate.
1. Divide students into groups.
2. In turn, each student takes two cards, one from
A and one from B. They mime the action in the
way the adverb says. The other students have
to guess the complete sentence, e.g. ‘You’re
playing pool badly’.
3. The student who guesses correctly keeps both
cards.
4. The student with the most cards is the winner.
