In celebration of my having recently welcomed my 2,000th visitor to this now two-month-old site, I decided to share two of my favourite activities for EFL classes.
A rejoinder: these activities are for very high level classes with whom you have an excellent rapport and who are immune to a bit of very bad language (NB do not do the first activity if you might lose your job as a result).
Activity 1: Why?
The first activity is great for getting the students to practise thinking on their feet, quickly applying whatever language they have in order to negotiate subjects they probably haven’t discussed in English before.
1. Warmer: Ask the class if they have kids, younger siblings, etc. Elicit any examples of stupid or awkward questions they’ve been asked. Have a couple of your own examples to hand in case they can’t think of any. Tell them they’re going to play a game related to this theme, and you’re going to start by showing them someone demonstrating how the game works.
2. Show them this:
3. Ask them if they liked it and deal with any language issues (this may involve asking them if they want to watch it again – I’ve also made you a transcript and it’s here). Then tell them you’re going to start and then it’ll be their turns.
4. Tell them something random about yourself or the world, eg ‘It’s a nice day today’ or ‘I’m going to get my hair cut after class’ (ie. start with something light. If you begin with ‘I’m worried about Trump’ or ‘I read something about climate change that really scared me’ things will get very, very depressing very, very quickly). Elicit the question ‘Why?’. Try to answer each question in an entertaining way. You need to keep going until the whole thing collapses into absurdity, hopefully in the form of laughter.
5. Choose the most able student in the group to go first. Before they start, explain the rules: they can’t say ‘I don’t know’ and they can’t repeat an answer.
6. Feel free to step in if it seems that they’re being tortured – it needs to be in a spirit of fun.
If it works well (and this depends on your choosing the right class and ‘selling’ the idea to them by being entertaining when demonstrating it), this game can very rapidly lead to extremely profound (and silly) conversations about topics such as philosophy, psychology, history, science, etc. Then, if you (and they) like, you could use the questions that come up as the basis for a writing assignment or (if it is a nice day) prepare a questionnaire with the most impossible-to-answer questions that emerged and send them out onto the street. I’ve done this before and it works well, as people tend, when faced with EFL students with clipboards, to expect questions like ‘what did you have for breakfast?’ rather than ‘What is history?’ or ‘Why do numbers exist?’. You can easily get them to (consensually) film the voxpops they do and then use them in class in multifarious ways. Etc.
Activity 2: Sentence Stress Game
This activity is very easy to set up and huge fun to do.
1. Write up on the board:
James while John had had had had had had had had had had had a better effect on the teacher. (Make sure you get the right number of ‘hads’ – it’s 11.)
2. Tell them this is a meaningful sentence, but there’s something missing – get them to tell you what it is (A: punctuation). Explain that they will be able to make sense of the sentence if they practise saying it out loud, thinking about which words to stress and where to pause.
3.Put them in pairs and get them to practise. Rotate the pairs every three or so minutes for about ten minutes or so, or until most of them have more or less got it.
4. Elicit the punctuated version (James, while John had had “had had”, had had “had”. “Had had” had had a better effect on the teacher.) and put it on the board. Check their understanding by asking who got the right answer (A: John). Drill it as you go.
5. Write up the following sentence:
The rat the cat the dog bit chased escaped.
6. Put them in pairs and ask them to rewrite the sentence.
7. Monitor carefully, not offering any specific suggestions. See who ‘gets’ it first.
8. Elicit the correct answer (something along the lines of ‘the dog bit the cat, which chased the rat, but the rat escaped’). Write up the original sentence in the following form and then drill it, moving your hands up and down to demonstrate the right ‘tone’ – encourage them to do the same:
the rat escaped.
the cat chased
the dog bit
9. If you have time and your students seem to be enjoying it, write up the following sentence:
What did you bring that book I didn’t want to be read to out of up for?
10. Ask if anyone has seen this sentence before (one or two might have, but tell them not to give the game away). Put them in pairs and ask them to talk about who is speaking, to whom, and when. Give them three minutes or so, rotate them if they’re struggling.
11. Elicit the ‘real’ context (young child talking to parent at bedtime). Drill the sentence.
12. For a final whole-class activity, get them to identify the purpose of each preposition.
Et voilà! Feel free to let me know how it goes (except if you get sacked). And thanks for visiting my site :-).