Time: 10+
Level: JHS~Adult
Mode: Whole Class Activity

This basic practice lesson is very short (about 10 minutes) but it is guaranteed to get the students' attention. They will need to listen carefully to answer questions (in complete sentences) and to use the same verb tense as the question.

If you have conversations like the following with your students, you may want to use Crazy Quiz to help iron out the kinks:

Teacher: Are you interested in movies?
Student: Yes, I do. -OR-

Teacher: Does your apartment have a balcony?
Student: Yes, it has. -OR-

Teacher: Are there any books on your desk?
Student: Yes, they are.

This "rapid-fire" lesson helps the students recognize the connections between the questions and answers.

For similar style lessons, see:
Crazy Quiz 2 (See 01b below)
Crazy Quiz 3 (See 01c below) -and-
Crazy Quiz 4 (See 01d below). Back to Top

Time: 10+
Level: JHS~Adult
Mode: Whole Class Activity

This is the same as 1a above except that students will practice past tense verbs and negative questions.

Do you ever have conversations like the following with your students?
Teacher: Weren't you absent yesterday?
Student: Yes, I weren't. -OR-

Teacher: Did you have any trouble with your homework?
Student: No, it isn't. -OR-

Teacher: Was there anything you wanted to ask?
Student:Yes, I do.

With a little practice, students will go into the "automatic" mode, stop thinking and just answer the questions naturally. They'll be amazed they can do it!

For similar style lessons, see:
Crazy Quiz 1 (See 01a above)
Crazy Quiz 3 (See 01c below) -and-
Crazy Quiz 4 (See 01d below).

Back to Top

Time: 10+
Level: JHS~Adult
Mode: Whole Class Activity

This fast-paced activity concentrates on using tag questions. For example:

Teacher: It didn't rain yesterday, did it?

Student: No, it didn't.

Teacher: There wasn't an apple on the table this morning, was there?

Student: No, there wasn't.

Teacher: A dozen donuts doesn't have 13 donuts, does it?

Student: No, it doesn't.

This Crazy Quiz is a fun and quick way to help students realize not only the importance listening, but also to add fluency to their conversational skills; to automatically respond correctly without a lot of thinking.

For similar style lessons, see:

Crazy Quiz 1 (See 01a above)
Crazy Quiz 2 (See 01b above) -and-
Crazy Quiz 4 (See 01d below).

Back to Top

Time: 10+
Level: JHS~Adult
Mode: Whole Class Activity

The ultimate listening activity, Crazy Quiz #4 really makes sure that students pay attention. All of the tenses are mixed giving students a real aural workout. And if that's not enough, subjects and objects are randomly scattered about, and unlike the first three Crazy Quizzes, in this one students have to listen carefully for the meaning of the sentences.

There are regular questions, "OR" questions, negative questions and tag questions; a really crazy collection! Students will often make common agreement mistakes when answering these questions. For example:

Teacher: Do carrots grow on trees?
Student: No, it doesn't.
Teacher: You don't have a twin sister, do you?
Student: Yes, I don't.
Teacher: There hasn't been any rain recently, has there?
Student: Yes, there hasn't.

This lesson may be short, but it's very intense and a fun way to practice listening to build conversational fluency.

For similar style lessons, see:
Crazy Quiz 1 (See 01a above)
Crazy Quiz 2 (See 01b above) -and-
Crazy Quiz 3 (See 01c above). Back to Top

Time: 15+
Level: JHS~Adult
Mode: Whole Class Activity

This whole class activity is a wonderful ice breaker or pick-me-up when the class needs a little umph. It only takes a few minutes and it's really fun!

For large classes (20+), this lesson will keep everyone busy for about 15 - 20 minutes. Students mill around the classroom asking each other "Can you...?" questions.

For example:

Can you say your name backwards?
Can you hold your breath for 20 seconds?
Can you wiggle your ears?

All of the questions involve actions. When student say, "Yes, I can," the interviewer shouts: "Prove It!

If students perform the action well enough, they sign their names on the interviewer's worksheet. Students race against each other to be the first to acquire signatures for all of the questions.

This is not for children only - adults love it, too!

There is a similar activity:
Prove It! (2) (See 02b below). Back to Top

Time: 15+
Level: JHS~Adult
Mode: Whole Class Activity

This is a spectacular ice breaker or class energizer. It only takes a few minutes and it's really fun!

Like Prove It! (2a above), this lesson will also keep everyone busy for about 15 minutes. Students mill around the classroom asking each other "Can you...?" questions.

For example:

    "Can you count to 10 in four languages?"
    "Can you touch your toes without bending your legs?"
    "Can you say the alphabet backwards?"

All of the questions involve actions. When students say, "Yes, I can," the interviewer shouts: "Prove It!

If students perform the action well enough, they sign their names on the interviewer's worksheet. Students race against each other to be the first to acquire signatures for all of the questions.

Adults love this lesson, too!

Prove It! (2) (See 02a above). Back to Top

Time: 25+
Level: JHS~Adult
Mode: Pair Work Activity

A wonderfully realistic way to practice future tense is to discuss the weather forecast. Pairs of students can practice weather terminology as they plan a Ski Trip. The object here is to discuss the weather forecast in order to decide on the best place to take a 5-day ski trip. Their decision needs to incorporate the weather and temperature conditions at three different ski resorts.

A typical dialogue would go something like this:
Student A: What will the weather be like in Whistler on Thursday?
Student B: It will be windy with heavy snow.
Student A: What will the high temperature be?
Student B: It will be -19 degrees.
Student A: What will the low temperature be?
Student B: It will be -26 degrees.

After gathering all of the necessary information from each other, students rate their vacation destinations as 1st, 2nd and 3rd choice. Back to Top

Time: 40+
Level: HS~Adult
Mode: Pair / Group Activity

The object here is to have fun students build their vocabulary.

How many of your students can offer two synonyms for the word BIG or NEAR or RICH?

Here are a few synonyms for big:
large
huge
enormous
gigantic
monstrous

Students, in pairs or groups, assist each other to find synonyms for common English words. The object is to think of three synonyms for each of the 16 adjectives printed on the worksheet. Along the way, they'll be adding new words to their vocabulary and working with spelling as well.

There are two worksheets, Synonyms 1A and Synonyms 1B. Each worksheet has 16 common adjectives. Finding synonyms (with or without a dictionary) for these worksheets can immeasurably improve students' vocabulary. As a competitive lesson, 'Synonyms 1' is a lot of fun.

There are eight additional Synonyms lessons. They are:
Synonyms 1A - Continued (See Lesson 04b below)
Synonyms 1B - Continued (See Lesson 04c below)
Synonyms 2 (A + B)(See Lesson 04d below)
Synonyms 2A - Continued (See Lesson 04e below)
Synonyms 2B - Continued (See Lesson 04f below)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).
Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

    As the title suggests, this is a great lesson for students to improve and expand their vocabulary. Printed on the worksheet are three (slightly difficult) synonyms for a very simple adjective.

    For example: frigid  freezing  chilly - the simple synonym is cold.

    Student A begins by reading the first hint frigid. Student B writes the word frigid on her worksheet and tries to think of an easy synonym for frigid. If she asks: Is it cold? she receives three (3) points (as printed on the worksheet).

    If she doesn't say cold, Student A reads the second hint: freezing. Student B writes the word freezing on her worksheet. If she asks: Is it cold? she receives two (2) points. If she still doesn't say cold, Student A reads the third hint: chilly. Student B writes the word chilly on her worksheet and tries to think of an easy synonym for the words frigid, freezing and chilly.

    The goal is to collect as many points as possible by guessing the correct easy synonym from the first hint.

    Here are a few other groups of synonyms from the worksheets:
      ancient  aged  elderly     (old)
      soiled  filthy  messy     (dirty)
      awful  horrible  terrible    (bad).

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1B - Continued (See Lesson 04c below)
Synonyms 2 (A + B)(See Lesson 04d below)
Synonyms 2A - Continued (See Lesson 04e below)
Synonyms 2B - Continued (See Lesson 04f below)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).
Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

Having completed the Synonyms 1 (A & B) worksheets prior to this one, this lesson now serves as a reinforcement and review of the same words. Students will easily be able to improve their vocabulary with this lesson. On the worksheet, there are three difficult synonyms for a very simple adjective. For example:

obvious, simple, not difficult
Of course, the simple synonym is easy.

Here are a few other groups of synonyms from the worksheet:
glistening, dazzling, aglow (bright)
awful, horrible, terrible (bad)
swift, rapid, quick (fast)

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 2 (A + B)(See Lesson 04d below)
Synonyms 2A - Continued (See Lesson 04e below)
Synonyms 2B - Continued (See Lesson 04f below)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).
. Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

This lesson is a fun way for students to increase their vocabulary - in this case, adjective opposites.

Can your students think of three (or more) synonyms for the word sad or happy or strong?

Here are a few synonyms for sad:
morose
sorrowful
gloomy
pensive
disheartened

In pairs or groups, students assist each other to find three synonyms for common English adjectives. Along the way, they'll be adding new words to their vocabulary and working with spelling as well.

As a competitive lesson, 'Synonyms 2' is a lot of fun.

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2A - Continued (See Lesson 04e below)
Synonyms 2B - Continued (See Lesson 04f below)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).

Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

This is the follow-up lesson to Synonyms 2 (A + B). It works best if students have already completed Synonyms 2 (A) because the answers to the synonyms on this worksheet are the same.

On Synonyms 2 (A + B) above, students try to think of at least two synonyms for simple adjectives; with this lesson, students are given three synonyms for a simple adjective. For example, on the worksheet, the following three synonyms appear:

exhilarated
delighted
glad

A simple synonym for these three words is happy.

Another example is:
deafening
ear-splitting
loud

A simple synonym for these three words is noisy. Synonyms 2A (Continued) is a wonderful and fun way to improve vocabulary!

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2 (A + B) (See Lesson 04d above)
Synonyms 2B - Continued (See Lesson 04f below)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).
Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

This is the follow-up lesson to Synonyms 2 (A +B). It works best if students have already completed the lesson because the answers to the synonyms on this worksheet are the same.

Students try to think of a simple adjective from three more difficult synonyms. For example, on the worksheet, the following three synonyms appear:

enticing
stimulating
exciting

A simple synonym for these three words is interesting.

Another example is:
hazardous
risky
unsafe

A simple synonym for these three words is dangerous.

Synonyms 2B (Continued) is a wonderful and fun way to improve vocabulary!

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2 (A + B) (See Lesson 04d above)
Synonyms 2A - Continued (See Lesson 04e above)
Synonyms 3 (A + B) (See Lesson 4g below)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).

Back to Top

Time: 40+
Level: HS~Adult
Mode: Pair / Small Group Activity

For higher-level ability students, Synonyms 3A will keep them challenged. The object is for students to think of two (or three) synonyms for 16 adjectives printed on each worksheet. For example: fake. Here are a few synonyms:
counterfeit
false
bogus
fraudulent
forged

In pairs or groups, students assist each other to find three (or more) synonyms for common English adjectives. Along the way, they'll be adding new words to their vocabulary and working with spelling as well.

There are eight additional Synonyms lessons. They are:

Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2 (A + B) (See Lesson 04d above)
Synonyms 2A - Continued (See Lesson 04e above)
Synonyms 2B - Continued (See Lesson 04f above)
Synonyms 3A - Continued (See Lesson 4h below) -and-
Synonyms 3B - Continued (See Lesson 04i below).

Back to Top

Time: 40+
Level: HS~Adult
Mode: Pair Work Activity

This is the follow-up lesson to Synonyms 3 (A + B), Lesson #4e above. It works best if students have already completed the lesson because the answers to the synonyms on this worksheet are the same.

With this worksheet, students are given three difficult synonyms for a not-so-difficult adjective. For example, on the worksheet, the following three synonyms appear:
indolent
lethargic
inactive

A simple synonym for these three words is lazy.

Another example is:
amiable
agreeable
genial

A simple synonym for these three adjectives is polite.

Synonyms 3A (Continued) is a wonderfully fun way to improve vocabulary!

There are eight additional Synonyms lessons. They are:
Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2 (A + B) (See Lesson 04d above)
Synonyms 2A - Continued (See Lesson 04e above)
Synonyms 2B - Continued (See Lesson 04f above)
Synonyms 3 (A + B) (See Lesson 04g above)
Synonyms 3B - Continued (See Lesson 04i below).
Back to Top

Time: 40+
Level: HS~Adult
Mode: Pair Work Activity

This is the follow-up lesson to Synonyms 3 (A +B), Lesson #4g above). It works best if students have already completed the lesson because the answers to the synonyms on this worksheet are the same.

With this worksheet, students are given three difficult synonyms for a not-so-difficult adjective. For example, on the worksheet, the following three synonyms appear:

sanguine
positive
hopeful

A simple synonym for these three words is optimistic.

Another example is:

meticulous
exacting
prudent

A simple synonym for these three adjectives is careful. Synonyms 3B (Continued) is a wonderfully fun way to improve vocabulary!

There are eight additional Synonyms lessons. They are:

Synonyms 1 (A + B) (See Lesson 04a above)
Synonyms 1A - Continued (See Lesson 04b above)
Synonyms 1B - Continued (See Lesson 04c above)
Synonyms 2 (A + B) (See Lesson 04d above)
Synonyms 2A - Continued (See Lesson 04e above)
Synonyms 2B - Continued (See Lesson 04f above)
Synonyms 3 (A + B) (See Lesson 04g above)
Synonyms 3A - Continued (See Lesson 04h above).

Back to Top

Time: 45+
Level: JHS~Adult
Mode: Small Group Activity

A great activity for students to work in small groups while competing against others. Students receive a pack of words that need to be put into order to create a sentence. But, that's just the first step. There are 18 sentences to compose and write down. And then, they have to organize the 18 sentences into a story.

Here's a sample jumbled sentence:

man trunk The touched fourth elephant's the

Students work together to place the words into the correct order:

The fourth man touched the elephant's trunk.

They'll be VERY busy, and while they are doing this lesson, they'll (unknowingly) be practicing English word order, grammar, articles, ordinals and sentence structure.

Students will remain actively involved for the better part of an hour with this lesson. The story itself is also a great discussion starter!

For a similar lesson:

The Boy Who Cried Wolf (See Lesson 05b below).

Back to Top

Time: 45+
Level: JHS~Adult
Mode: Small Group Activity

Another fun activity for students to work in pairs or small groups (and compete against others??). Students receive a pack of words that need to be put into order to create a sentence.

But, that's just the first step. There are 14 sentences to compose and write down. And then, they have to organize the 14 sentences into this famous Aesop fable.

Here's a sample jumbled sentence:

were the and stopped villagers to what the ran All they mountain. doing of

Students work together to place the words into the correct order:

All of the villagers stopped what they were doing and ran to the mountain.

They'll be VERY busy, and while they are doing this lesson, they'll (unknowingly) be practicing English word order, grammar, articles, ordinals and sentence structure.

Students will remain actively involved for the better part of an hour with this lesson. The story itself is also a great discussion starter!

For a similar lesson:

Six Blind Men (see Lesson 05a above).

Back to Top

Time: 30+
Level: JHS~Adult
Mode: Pair Work Activity

This lesson works with the pronunciation of two vowel sounds: Stamp vs. Stump. The eighteen pairs of words on each worksheet concentrate exclusively on these two sounds. (Track - Truck / Fan - Fun / Cab - Cub / Flash - Flush, etc.)

The real beauty of this lesson is that students become physically involved; they cut out the circle from the worksheet, place it on a piece of carbon paper (does anyone even sell carbon paper any more?) and pin the circle and carbon paper into place on the worksheet. Then, and most importantly, they must listen carefully. Student A reads one word as printed on the worksheet i.e., Stump. Student B looks at the pair of words Stamp - Stump, then decides which one was read. Student B then rotates the circle so that the printed arrow at the top of the circle aligns correctly with the appropriate word's arrow inside the circle.

Once done, Student B traces the squiggly line assigned to that word. Student A then reads the next word and Student B finds the word, aligns the arrows and traces the new squiggly line. This will be done eighteen times.

When both students have finished, they remove the circle from the carbon paper and PRESTO! There will be an image or a postage Stamp on one paper and a tree Stump on the other. (If both the pronunciation and the listening were accurate. If not, a disappointing collection of random squiggles will fill up the circle!)

There are four similar lessons:
Bell or Bear (Lesson Collection Set #4 - Lesson 06b)
Map or Mop (Lesson Collection Set #4 - Lesson 06c)
Crown or Clown (Lesson Collection Set #4 - Lesson 06d) -and-
Ship or Sheep (Lesson Collection Set #4 - Lesson 06e).

Back to Top

Time: 30
Level: JHS ~ Adult
Mode: Pair Work Activity

In some languages, the pronunciation of "R"s and "L"s can be tricky. In this lesson, students work with these two consonant sounds as they appear at the end of words, i.e., Bear vs. Bell. The eighteen pairs of words on each worksheet concentrate exclusively on these two sounds. (Tire - Tile / Fair - Fail / Poor - Pole / Wire - While, etc.)

This lesson is fun because students become physically involved. They cut out the circle from the worksheet, place it on a piece of carbon paper and pin the circle and carbon paper into place on the worksheet. Then they listen carefully. Student A reads one word as printed on the worksheet i.e., Bear. Student B looks at the pair of words Bear - Bell, then decides which one was read. Student B then rotates the circle so that the printed arrow at the top of the circle aligns correctly with the appropriate word's arrow inside the circle.

Once done, Student B traces the squiggly line assigned to that word. Student A then reads the next word and Student B finds the word, aligns the arrows and traces the new squiggly line. This will be done eighteen times.

When both students have finished, they remove the circle from the carbon paper and PRESTO! There will be an image or a cuddly Bear on one paper and a Bell on the other. (If both the pronunciation and the listening were accurate. If not, a disappointing collection of random squiggles will fill up the circle!)

There are four similar lessons:
Stamp or Stump (Lesson Collection Set #4 - Lesson 06a)
Map or Mop (Lesson Collection Set #4 - Lesson 06c)
Crown or Clown (Lesson Collection Set #4 - Lesson 06d) -and-
Ship or Sheep (Lesson Collection Set #4 - Lesson 06e). Back to Top

Time: 30+
Level: JHS ~ Adult
Mode: Pair Work Activity

With this lesson, students work with the two vowel sounds: Map vs. Mop. The eighteen pairs of words on each worksheet concentrate exclusively on these two sounds. (Black - Block / Pat - Pot / Jab - Job / Flap - Flop, etc.)

The excitement of lesson is that students become physically involved. They cut out the circle from the worksheet, place it on a piece of carbon paper and pin the circle and carbon paper into place on the worksheet. Then they listen carefully. Student A reads one word as printed on the worksheet i.e., Map. Student B looks at the pair of words Map - Mop, then decides which one was read. Student B then rotates the circle so that the printed arrow at the top of the circle aligns correctly with the appropriate word's arrow inside the circle.

Once done, Student B traces the squiggly line assigned to that word. Student A then reads the next word and Student B finds the word, aligns the arrows and traces the new squiggly line. This will be done eighteen times.

When both students have finished, they remove the circle from the carbon paper and PRESTO! There will be an image or a treasure Map on one paper and a scrubbing Mop on the other. (If both the pronunciation and the listening were accurate. If not, a disappointing collection of random squiggles will fill up the circle!)<

There are four similar lessons:
Stamp or Stump (Lesson Collection Set #4 - Lesson 06a)
Bear or Bell (Lesson Collection Set #4 - Lesson 06b)
Crown or Clown (Lesson Collection Set #4 - Lesson 06d) -and-
Ship or Sheep (Lesson Collection Set #4 - Lesson 06e).

Back to Top

Time: 30+
Level: JHS ~ Adult
Mode: Pair Work Activity

When students struggle with the pronunciation of "R"s and "L"s, this fun lesson may help. Students work with these two consonant sounds as they appear at the beginning of words, i.e., Crown vs. Clown. The eighteen pairs of words on each worksheet concentrate exclusively on these two sounds. (Grow - Glow / River - Liver / Frame - Flame / Cram - Clam, etc.)

In this lesson, students cut out the circle from the worksheet, place it on a piece of carbon paper and pin the circle and carbon paper into place on the worksheet. Then they listen carefully. Student A reads one word as printed on the worksheet i.e., Clown. Student B looks at the pair of words Crown - Clown, then decides which one was read. Student B then rotates the circle so that the printed arrow at the top of the circle aligns correctly with the appropriate word's arrow inside the circle.

Once done, Student B traces the squiggly line assigned to that word. Student A then reads the next word and Student B finds the word, aligns the arrows and traces the new squiggly line. This will be done eighteen times.

When both students have finished, they remove the circle from the carbon paper and PRESTO! There will be an image or a royal Crown on one paper and a circus Clown on the other. (If both the pronunciation and the listening were accurate. If not, a disappointing collection of random squiggles will fill up the circle!)

There are four similar lessons:
Stamp or Stump (Lesson Collection Set #4 - Lesson 06a)
Bear or Bell (Lesson Collection Set #4 - Lesson 06b)
Map or Mop (Lesson Collection Set #4 - Lesson 06c) -and-
Ship or Sheep (Lesson Collection Set #4 - Lesson 06e). Back to Top

Time: 30+
Level: JHS ~ Adult
Mode: Pair Work Activity

With this lesson, students work with two vowel sounds: Ship vs. Sheep. The eighteen pairs of words on each worksheet concentrate exclusively on these two sounds. For example: Chick - Cheek / Rip - Reap / Pick - Peak / Hit - Heat, etc.

As in the other four Pronunciation Circle lessons, students become physically involved. They cut out the circle from the worksheet, place it on a piece of carbon paper and pin the circle and carbon paper into place on the worksheet. Then they listen carefully.

Student A reads one word as printed on the worksheet i.e., Ship. Student B looks at the pair of words Ship - Sheep, then decides which one was read. Student B then rotates the circle so that the printed arrow at the top of the circle aligns correctly with the appropriate word's arrow inside the circle.

Once done, Student B traces the squiggly line assigned to that word. Student A then reads the next word and Student B finds the word, aligns the arrows and traces the new squiggly line. This will be done eighteen times.

When both students have finished, they remove the circle from the carbon paper and PRESTO! There will be an image or a Ship on one paper and a cute Sheep on the other. (If both the pronunciation and the listening were accurate. If not, a disappointing collection of random squiggles will fill up the circle!)

There are four similar lessons:
Stamp or Stump (Lesson Collection Set #4 - Lesson 06a)
Bear or Bell (Lesson Collection Set #4 - Lesson 06b)
Map or Mop (Lesson Collection Set #4 - Lesson 06c) -and-
Crown or Clown (Lesson Collection Set #4 - Lesson 06d). Back to Top

Time: 30+
Level: JHS~Adult
Mode: Tri-Work Activity (Three students)

     Responding correctly to negative statements can be a bit tricky for some students. For example, you might ask a student:You didn't finish your homework?

    Some people will naturally say: Yes, I didn't!

    Although we can understand what the student means (most of the time, anyway,) this lesson gives them a chance to practice responding accurately to negative statements.

    This is a Tri-Work (3-student) activity. Students have to discover the items that they promised to bring (but forgot) to a pre-planned camping trip.

    But that's just the beginning. When students admit they forgot certain items, (for example a flashlight) they have to explain why they forgot the item. (I was up all night studying for a test, My neighbor borrowed it and I didn't know, The batteries died and I didn't have time to buy new ones, etc.

    Once the excuse has been accepted by the two partners, the forgetter is still on the hot seat. He/she must now suggest an alternative and try to receive approval from the other two in their group.

     For example, prior to the trip, one student promised to bring a shovel, another a tent, a third promised to bring toilet paper. All of these forgotten items never made it to the camping trip.

    Two very disappointed students ask the third: What are we going to do without a shovel?" The remiss student makes a suggestion such as: We could use a spoon.

    If the other two like the suggestion, they let their partner know. If they don't, the student needs to think of another shovel substitute. We could use a stick, a tin can, our hands, etc.

    'You Didn't Bring The Tent' is very fun and flexible. Students get involved with suggesting , debating those alternatives and offering excuses. Back to Top

Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

This marvelous lesson is perfect for lower-ability students. The worksheet helps students practice Q & A's using "Can you...?" and "Yes, I can," or "No, I can't."

But there's more going on here. Not only do students work together to discover each others' secrets, they also compete against each other for points in being able to guess their group mates' secrets.

At the top of the worksheet are phrases which will help students ask for hints about the secrets.

Even though this worksheet was designed for lower-ability students, it also works well with higher-ability students. And it's fun!

There are three additional 'My Secret' lessons. They are:

My Secret - I Am (See Lesson 08b below)
My Secret - I Will (See Lesson 08c below) -and-
My Secret - I Have (See Lesson 08d below).

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Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

This fun lesson is perfect for lower-level ability students to work with "Be-verbs". For example:

I am hungry!(For adjectives)

I am planning to go to the movies tonight.(For verbs)

I am a stamp collector.(For nouns)

Students can practice Q&A's using "Are you...?" and "Yes, I am," or "No, I'm not."

Students will have a fun time trying to find each others' secrets, and the competition for points really turns this lesson into an activity.

With a simple change of directions, students can easily practice past tense I was... as a replacement for I am...

There are three additional 'My Secret' lessons. They are:

My Secret - I Can (See Lesson 08a above)
My Secret - I Will (See Lesson 08c below) -and-
My Secret - I Have (See Lesson 08d below).

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Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

Similar to the above two lessons, this worksheet helps students practice future tense Q&A's using "Will you...?" and "Yes, I will," or "No, I won't."

Discovering someone's secret is always fun; students jump into this lesson with gusto just to discover each others' secrets.

Students ask each of their group mates 20 questions to discover what he or she will do, and if the secret isn't discovered before 20 questions have been asked, the secret holder is the champion!

With a simple change of directions, students can easily practice conditionals I would... as a replacement for I will...

There are three additional 'My Secret' lessons. They are:

My Secret - I Can (See Lesson 08a above)
My Secret - I Am (See Lesson 08b above) -and-
My Secret - I Have (See Lesson 08d below).

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Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

Similar to the three lessons above, this worksheet helps students practice present tense Q & A's using "Do you have...?" and "Yes, I do," or "No, I don't." (In this lesson, "Yes, I have," and "No, I haven't," are inappropriate.)

Discovering someone's secret is always fun; students jump into this lesson with gusto just to discover each others' secrets.

Students ask each of their group mates 20 questions to discover what he or she has, and if the secret isn't discovered before 20 questions have been asked, the secret holder is the champion!

With a simple change of directions, students can easily practice past tense I had... as a replacement for I have....

There are three additional 'My Secret' lessons. They are:

My Secret - I Can (See Lesson 08a above)
My Secret - I Am (See Lesson 08b above) -and-
My Secret - I Will (See Lesson 08c above)

Back to Top

Time: 20+
Level: JHS~Adult
Mode: Pair Work Activity

On this worksheet, there are 21 common expressions from 21 corresponding professions. In pairs, students try to match the two.

For example, who would say the following:
Your rent's late!
If elected, I promise to cut taxes.
We should be touching down in a few minutes.
Please step put of your vehicle.
It's a four bedroom ranch with 3 1/2 baths.

Partners have to listen carefully and decide who would say the sentences. They choose from: an banker, a teacher, a comedian, a pilot, a camp director and 17 others.

There is an additional Who Would Say? lesson:
Who Would Say? (2) (See Lesson 9b below). Back to Top

Time: 20+
Level: JHS~Adult
Mode: Pair Work Activity

On this worksheet, there are 21 common expressions from 21 corresponding professions. In pairs, students try to match the two.

For example, who would say the following:
Check the oil?
Objection, your honor!
Show me your prescription, please.
A new washer in the spigot will stop that drip.
This one was at the top of the charts in the 70s.

Partners have to listen carefully and decide who would say the sentences. They choose from a plumber: a pharmacist, a pet shop owner, a hotel clerk, a pizza delivery boy and 16 others.

There is an additional Who Would Say? lesson:
Who Would Say? (See Lesson 9a above).

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Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

We see thousands of advertisements every week. A large percentage of them try to demonstrate the advantages of their product over the competition. That is a natural form of using comparatives.

Superlatives are also important; i.e., our product is the best, the fastest, the most delicious, the easiest to use, etc.

Small groups of students use this worksheet to dream up an advertisement. They have limited space to show off their product therefore they'll want to do it the best they can.

Afterward, students circulate their finished advertisement throughout the class and show it (and try to sell their product) to other students.

Copy writing is not as easy as it looks, all ages and English abilities will enjoy this lesson.

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Time: 30+
Level: JHS~Adult
Mode: Small Group Activity

Always on the lookout for great comparative and superlative exercises, this is an ideal lesson. Just think of how many commercials we have all seen on the tube. Students have, too! So this shouldn't be very difficult for them - and they'll be using natural English comparatives and superlatives.

There are five scenes on this worksheet. In groups, students think of a product to sell then create a commercial using the story boxes. They need to show that their product is better than the others, and they should try to make the commercial fun as well.

Higher ability students can easily begin an interesting discussion of the wide array of advertising techniques and methods.

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Time: 30+
Level: HS~Adult
Mode: Pair / Group Activity

In pairs or small groups, students create a long Chain of Events dialogue. The conversation might go something like this:

Student A: I'm so glad I did my homework last night.
Student B:What would have happened if you hadn't done your homework last night?
Student A: If I hadn't done my homework last night, I would have had to do it this morning.
Student B: What would have happened if you had had to do it this morning?
Student A: If I had had to do it this morning, I wouldn't have had time for breakfast.
Student B: What would have happened if you hadn't had time for breakfast?
Student A: If I hadn't had time for breakfast, I would have had to eat on the bus.
Student B: What would have happened if you had had to eat on the bus?
Student A: If I had had to eat on the bus, the bus driver would have become angry.

Prior to class, the teacher makes enough copies of the First Link worksheet and cuts them into strips so that every student receives one. The teacher also makes many copies of the second worksheet Next Link and cuts them into strips so that all students will receive six or seven slips of paper.

In class, whether working in pairs or small groups, all students receive one slip of paper from the First Link: I'm so glad I... . They also receive six or seven slips of paper from the Next Link. When ready, students write an answer on their First Link strip such as: I'm so glad I did my homework last night. Or: I'm so glad I didn't go to Susan's birthday party last month.

After they have written their I'm so glad I... . statement, students pass the First Link stip of paper to their partner or, if in a small group, to the student on their left.

Now all students write the question at the bottom of the First Link: What would have happened if you had / hadn't... ? For example: What would have happened if you hadn't done your homework last night? Or: What would have happened if you had gone to Susan's birthday party last month?

They pass the completed First Link paper to their partner (or to the student on their left). Now all students tape or staple a Next Link slip of paper to the bottom of the First Link making a mini-chain. They write the number 2 in the top left box then read the written question at the bottom of the First Link. They write an answer on the top line of the Next Link slip of paper. For example: If I hadn't done my homework last night, I would have had to do it this morning.

Once students have completed Next Link (Number 2) they tape or staple another Next Link (Number 3) to the bottom of Next Link Number 2. Students continue writing answers and questions alternately until all of the Next Link slips of paper have been used (six or seven).

When students finish, they will have a "chain of events" that is seven or eight strips in length (all taped or stapled together vertically). Finally, students read their Q & A dialogue aloud.

There are similar style lessons:
  Chain or Events 2 (Lesson Collection Set #4 - Lesson 11a)
  The Alien Meets the Earthling (Lesson Collection Set #3 - Lesson 04b) -and-
  Boy Meets Girl (Lesson Collection Set #3 - Lesson 04a). Back to Top

Time: 30+
Level: HS~Adult
Mode: Pair / Group Activity

A fun way to practice future tense (Conditional Type 1 - will / won't ), students create a long Chain of Events.

A conversation might sound something like this:
Student A: I must remember to set my alarm clock tonight.
Student B: What will happen if you forget to set your alarm clock tonight?
Student A: If I forget to set my alarm clock, I'll oversleep tomorrow morning.
Student B: What will happen if you oversleep tomorrow morning?
Student A: If I oversleep tomorrow morning, I'll be late for school (work).
Student B: What will happen if you are late for school (work)?
Student A: If I'm late for school, I'll miss my first class.
Student B: What will happen if you miss your first class?
Student A: If I miss my first class, I won't take the test.
Student B: What will happen if you don't take the test?
Student A: If I don't take the test, I'll fail the class!!

Students will be so busy adding to their Chains that they may not want to stop!!

And more importantly, they'll be having a lot of fun.

There is an additional 'Chain of Events' lesson:
Chain of Events 1 (See Lesson 11a above).

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Time: 30+
Level: HS~Adult
Mode: Pair Work Activity

This is a really fun pair-work lesson for students to practice phrases of possibility and probability. One student makes a statement about something that has happened, for example: "My watch doesn't work. I wonder what happened?"

The other student tries to suggest possible reasons.

Each student has a collection of seven (7) situations that beg for an explanation, ex:

"My smart phone suddenly stopped working!"

"Many police officers were in the bank."

"My train was 20 minutes late!"

Each situation has the reason printed on the worksheet, but partners can not see them, therefore, they have to offer possible explanations. Some of these include:

Perhaps...

Maybe...

...might have...

...could have... and

...I'll bet...

Each situation has the reason printed on the worksheet, but partners can not see the reasons, therefore, they have to offer possible explanations.

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Time: 25+
Level: JHS~Adult
Mode: Small Group Activity

When learning basic English grammar patterns, what could be less stressful than watching an aquarium? And this lesson is a game as well! Twelve basic English grammar tenses are laid out on the worksheets, six in Verb Aquarium 1 and six more in Verb Aquarium 2.

    The six grammar patterns present in Aquarium 1 are:

      Simple Present Tense
      Present Continuous Tense
      Simple Past Tense
      Past Continuous Tense
      Simple Future Tense -and-
      Future Continuous Tense

    Part 2 of this lesson is more advanced; the six grammar patterns are more difficult, but because of the way the lesson is designed, even these will not be a problem because of the examples given on the worksheet. The six grammar patterns present in this game are:

      Present Perfect Tense
      Present Perfect Continuous Tense
      Past Perfect Tense
      Past Perfect Continuous Tense
      Future Perfect Tense -and-
      Future Perfect Continuous Tense

    Students need to listen carefully to identify which grammar patterns are being used.

    [Note: Using the Irregular Verb Cards (see Lesson Collection Set 4 – Lesson 13b), students can not only learn the basic patterns of English grammar, they can also practice using irregular verbs.]

    For similar a style lesson, see:
      Irregular Verb Cards (Lesson Collection Set #4 - Lesson 13b).

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Time: Varies
Level: JHS~Adult
Mode: Group / Whole Class Activity

There are 48 of the most common irregular English verbs printed on these worksheets. Each card shows the verb's three main tenses: present, past and past participle.

For example:
begin  began  begun
drink  drank  drunk
fly  flew  flown
stand  stood  stood  -and-
write  wrote  written

There are dozens of ways to use these cards in a lesson. Many suggestions are given in the Teacher's Instructions but creative teachers may discover additional activities in which to use these cards. Back to Top

Time: 25+
Level: JHS~Adult
Mode: Pair Work Activity

When receiving information, it's always a good idea to confirm and/or ask for clarification when in doubt.

This pair work lesson is a wonderful and fun way to practice working with phrases of confirmation and responses of possibility while working with common idiomatic metaphors.

At the top of each worksheet are six common English metaphors which many students will not know. At the bottom of the worksheets are six corresponding answer lists, each with four possible answers.

Students have to work together closely to be able to identify the correct meaning to each metaphor. To do that, they have to ask for confirmation and clarification as well as express phrases of possibility, including:
You mean...?
Do you mean...?
Are you telling me...?
You don't mean..., do you?
Are you trying to say...?

There is even a point system built into the lesson to encourage students to guess the meaning of the idioms as quickly as possible.

This is a very practical and fun lesson, and best of all, the students will be busy, not you!

There is a similar lesson:
Are You Telling Me...? (See Lesson 14b below).

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Time: 25+
Level: JHS~Adult
Mode: Pair Work Activity

Asking for clarification is a natural element of general conversation. This lessons helps students learn and use various forms of asking for confirmation. At the same time, they will be learning a dozen new common English phrases.

At the top of each worksheet are six common English phrases (metaphors) which many students may not know. There are six corresponding answer lists, each with four possible answers at the bottom of the partner's worksheet. By listening carefully, students will be able to eventually arrive at the correct meaning of the phrase. To do that, they have to ask for confirmation and clarification including:

      You mean...?
      Do you mean...?
      Are you telling me...?
      You don't mean..., do you?
      Are you trying to say...?

    Students will also need to express phrases of possibility including:

      Maybe
      Possibly
      Probably, etc.

There is even a point system built into the lesson to encourage students to guess the meaning of the idioms as quickly as possible.

This is a very practical and fun lesson, and best of all, the students will be busy, not the teacher!

There is a similar lesson. It is:

Do You Mean...? (See Lesson 14a above).

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Time: 25+
Level: JHS~Adult
Mode: Small Group Activity

This wonderful lesson is a riot. Students will be having so much fun that they may not even realize the work that they're putting in.

The Amateur Psychologist is a fun way to work with adjectives of description while learning many new words.

After spending a little time on their worksheets, the "Psychological" interpretations will begin to come out. There are three areas:

I think I am...
Others think I am... and
I am really....

Afterward, the students will automatically begin discussing among themselves accepting and/or denying their psychological interpretations!

There is an accompanying worksheet which offers three different lists of adjectives depending upon the English ability of the students. There is a list of Easy Adjectives, Medium Difficulty Adjectives and Difficult Adjectives.

As students improve, the same lesson can be used again with a more difficult vocabulary list. In addition, the lists can be given to students as a study guide or homework assignment to create a story using the words from the list. Just cut out an appropriate list, paste it on the master worksheet, copy and hand out to your students.

For similar style lessons, see:
All At The Same Time (Lesson Collection Set #2 - Lesson 04) -and-
Trainee Psychologist (See Lesson 15b below). Back to Top

Time: 25+
Level: JHS~Adult
Mode: Small Group Activity

When you really need something to get your students talking, try using 'The Trainee Psychologist." This is a small group activity where students work with adjectives of personality - but the real fun of this lesson is learning about students "real psychological" secrets.

Although the focus of this lesson is on descriptive adjectives - there is an underlying "psychological interpretation" of their answers, and that's what is so fun about this lesson.

Caution: This is only a game and not meant to serve as a realistic measure of one's psychology. Nevertheless, students are guaranteed to get quite vocal in defending or countering their "psychological interpretations." Use this lesson with new classes as an ice-breaker, or when a class just needs an energy boost.

There is an additional 'Psychologist' lesson. It is:

Amateur Psychologist (See Lesson 15a above).

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Time: 30+
Level: HS~Adult
Mode: Tri-work Activity (Three students)

Students really enjoy this fun lesson with which they practice indirect questions (Ask him if he is a serious person, Ask her if she watches more than 20 hours of TV a week, etc.) while building their vocabulary and listening skills.

In groups of three, one student asks a second student to ask a third student a question. The dialogue goes like this:
Student A: Ask Joanne if she is usually a serious person.
Student B: Are you usually a serious person?
Student C: Yes, I am. / No, I'm not.
Student A: Ask Joanne if she watches more than 20 hours of TV a week.
Student B: Do you watch more than 20 hours of TV a week?
Student C: Yes, I do.

After asking the questions and following the guide on the worksheet, students will arrive at a result which may (or may not) accurately describe What Kind of Person You Are.

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Time: 40+
Level: JHS~Adult
Mode: Small Group Activity

This is an all around grammar review lesson for parts of speech, verb tenses and conditionals (if clauses). And - it's fun, too!

In groups, students roll a die and move around the game board. When they land on a hexagon, someone in the group asks a question relative to the space on which they landed.

Some sample Q & A dialogues might sound like these:

Student A: What do you wish you were doing?

Student B: I wish I were reading a book.

Student A: What do you wish you had done when you were a junior high school student?

Student B: I wish I could have studied English harder when I was a junior high school student, because if I had studied English harder when I was a junior high school student, I would have become a better English speaker.

Although lower ability students will be able to manage their way through this game board with a little help from the teacher, higher ability students will become animated and immensely involved with their group mate's answers. Often students will take the initiative to ask additional follow-up questions to get to the "nitty gritty" details.

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Time: 20+
Level: JHS~Adult
Mode: Pair / Group Activity

This fun lesson activity uses simple pictograms which depict common English phrases. The position of the words or letters within each puzzle box is important for students to figure out the phrases. Some of them are a bit trickier than others.

Some of the phrases include:
  A Trip Over Seas
  Good afternoon
  I Understand -and-
  Engagement Ring

The arrangement of letters and words offers visual clues to solve each puzzle. Look at this puzzle:

                                      

You can see that the word hole has been inserted in the middle of the word one so the puzzle reads A Hole in One. (What every golfer want to achieve.)

Incidentally, this lesson is an excellent way to see prepositions in use. Groups of students will be busy trying be the first to finish the 20 fun puzzles on this worksheet.

There is a similar worksheet. It is:
A Snack Between Meals (See Lesson 18b below). Back to Top

Time: 20+
Level: JHS~Adult
Mode: Pair / Group Activity

This is a very short and sweet lesson that is always popular with students of almost every English ability. There are 20 common expressions on this worksheet, each presented as a puzzle such as generation gap, Railroad Crossing and Fall In Love.

To decipher these puzzles, pairs or groups of students have to look at the placement, size and position of the letters and/or words. For example, here's the puzzle for Fall In Love.

Notice how the word Fall is set directly in the middle of the word Lo ve? Fall is in the middle of Love so the answer to this puzzle is: Fall "In" Love.

Here's a tricky one:

The letter L is ON the letter D and the letter D is ON the word BRIDGE thus "L on D on" BRIDGE which comes to: LONDON BRIDGE. Cute, huh?

There is a similar worksheet. It is:

Once Upon A Time (Lesson 18a above).

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Time: 45+
Level: JHS~Adult
Mode: Small group activity

Wouldn't it be great if we could just push a button to make someone do anything we'd like? With this lesson, students can do just that - and they will be using English to get others to do things.

In groups of four or five, students "program" remote control devices for their classmates. At the push of a button, they "control" classmates to do things. That's the power (and fun) of the Human Remote Controller!

On the worksheet there is one sample "program" for students to use to create their own three programs. They write in the information for the following commands: Name of group mate / Other person / Action(s) / Place / Number of times / Starting at (time) / Every (time).

Once finished, students convert the information into a complete sentence. The following sample sentence is also printed on the worksheet:

Marie must wink her left and right eye at Ken in front of the blackboard four times every ten minutes starting at 1:17 p.m.

'Human Remote Controller' is a guaranteed explosive lesson, and because of the built-in timer mechanism, you'll never know when someone will start barking like a dog, running around the desk, hopping on one leg - just about anything can happen. Guaranteed to get students enlivened. Back to Top

Time: 30+
Level: HS~Adult
Mode: Small Group Activity

This series of lessons is a really fun way to develop discussion and persuasion skills for English learners. For example, how would you answer this question:
What % of U.S. married women would marry the same man?

Or this one:
What % of U.S. drivers love their car more than their spouse?

All three of these What % of . . .? worksheets offer a controlled structure in which students agree, disagree, persuade, negotiate and compromise with each other through discussion.

There are a total of 14 interesting questions on the worksheet and all of them will spur a lively discussion. But there's more.

Students first make an Individual Guess which they keep secret, and then they discuss each question with the other members of their group. They must discuss the questions until the entire group finally arrives at a Group Guess. This is often not easy and students are guaranteed to get animated.

Finally, students look at the Actual Percents according to information gathered from newspapers, magazines, the U.S. Census and on-line resources.

There are three similar worksheets available. They are:
What % of British...? (See Lesson 20b below)
What % of Japanese...? (See Lesson 20c below)-and-
What % of World...? (See Lesson 20d below).

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Time: 30+
Level: HS~Adult
Mode: Small Group Activity

How would you answer this question:

What % of British married couples sleep in the same bed?

Or this one:
What % of British men use bubble bath?

Working with higher-level communication skills within a controlled structure, students will be agreeing, disagreeing, discussing, negotiating and compromising with each other.

There are a total of 14 interesting questions on the worksheet and all of them will spur a lively discussion. But there's more. Students first make an Individual Guess which they keep secret, and then they discuss each question with the other members of their group. They must discuss the questions until the entire group finally arrives at a Group Guess. Students will really enjoy defending their opinions.

There are three similar worksheets available. They are:
What % of USA...? (See Lesson 20a above)
What % of Japanese...? (See Lesson 20c below) -and-
What % of World...? (See Lesson 20d below).

Back to Top

Time: 30+
Level: HS~Adult
Mode: Small Group Activity

How would you answer this question:
What % of Japanese husbands remember their wedding anniversaries?
Or this one:
What % of Japanese teenagers drink alcohol?

Working with higher-level communication skills within a controlled structure, students will be agreeing, disagreeing, discussing, negotiating and compromising with each other.

There are a total of 14 interesting questions on the worksheet and all of them will spur a lively discussion. But there's more. Students first make an Individual Guess which they keep secret, and then they discuss each question with the other members of their group. They must discuss the questions until the entire group finally arrives at a Group Guess. This is often not easy and your students are guaranteed to get animated.

There are three similar worksheets available. They are:
What % of USA...? (See Lesson 20a above)
What % of British...? (See Lesson 20b above)-and-

What % of World...? (See Lesson 20d below).

Back to Top

Time: 30+
Level:
Mode: Small Group / Whole Class Activity

This lesson is a really fun way to develop discussion and persuasion skills for English learners. For example:

What percent of all people are left-handed?
What percent of human and chimpanzee DNA is the same?
What percent of people live in the northern hemisphere?

This worksheet offers students a chance to agree, disagree, persuade, negotiate and compromise with each other through discussion.

There are a total of 20 interesting questions on the worksheet and all of them will spur a lively discussion. But there's more.

Students first make an Individual Guess which they write on their worksheet. Then they discuss the question and try to agree on a Group Guess.

Finally, the teacher reads the Actual Percents according to information gathered from newspapers, magazines, the U.S. Census and on-line resources. [The answers are printed on the Teacher's Page of this download.]

There are three similar worksheets available. They are:
What % of U.S. ...? (See Lesson 20a below)
What % of British...? (See Lesson 20b below) -and-
What % of Japanese...? (See Lesson 20c below). Back to Top

Time: 25+
Level: JHS~Adult
Mode: Small Group Activity

Everyone these days has a cell phone. Text messaging is as common as breathing. This lesson has a slightly different use of a mobile telephone, sending and decoding encrypted messages!

The sneaky bit behind this lesson is getting students to work with articles (a, an and the), ordinal numbers (first, second, third) and phrases of probability. All of these areas will help students eliminate wrong choices and eventually arrive at the intended message.

It's not as difficult as it first appears. The first encoded message on the worksheet is: 8447 47 2 726753 6377243. Each number represents the three or four corresponding alphabet letters on every cell phone. The numbers are words (separated with spaces).

Look at the first series of numbers: 8447. The number 8 stands for either a T, U or V. The first word in the message, therefore, must begin with one of those three letters.

The second number is 4, which stands for either a G, H or I. Since we know 8447 is a word, we are left with the following possible combinations: Th, Ti, Ug or Vi.

Moving on to the third number, also 4, the only possible first three corresponding letters, in English anyway, are: Thi, Tig or Vig.

The last number is 7 which stands for either a P, Q, R or S. Adding the final letter to the first three, the only possible word is This.

Now the second word appears 47. Since the first word has to be This, we have a hint that the second word might be a verb. By looking at the cellphone display, we see that the numbers 47 perfectly fit the verb is.

With a little team work, students will figure out through the process of elimination that the opening message: 8447 47 2 726753 6377243 translates to: This is a sample message.

Once students understand how this lesson works, they'll enjoy creating and solving their own telephone keypad messages.

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Time: 40+
Level: SHS~Adult
Mode: Pair Work Activity

This active lesson is all about finding grammar and syntax errors in a short story about Conrad the Caterpillar. In pairs, students work together to identify which story lines within each section have 1) no mistakes, 2) one mistake, 3) two mistakes and 4) three mistakes.

Some of the mistakes involve incorrect verb tenses, others include subject/verb agreement, inaccurate pronouns, count vs. non-count nouns and single vs. plural nouns.

Once a mistake has been identified, students use the following phrase to explain the error: I think (mistake) should be (correction).

After students have identified all of the mistakes, they turn their attention to the second page of the worksheet which has a lot of numbered dots. According to the mistakes students found, they now connect the dots. If all goes well, they should see an image of a butterfly slowly begin to appear on the worksheet. Students will immediately know they've made a mistake (mistakes) if the final butterfly doesn't look right. Back to Top