21 negotiating in English games

<div style="text-align: justify;"> </div> <div style="text-align: justify;"> Negotiating well in another language is one of the most difficult skills, especially nowadays when it is often done by distance by videoconference, teleconference or email. It is also one of the most important things to do well, with usually a clear financial penalty for doing it badly.</div> <div style="text-align: justify;"> <a href="http://www.scielo.br/img/revistas/pope/v30n2/03f05.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="372" id="irc_mi" src="http://www.scielo.br/img/revistas/pope/v30n2/03f05.gif" style="margin-top: 0px;" width="400" /></a>To really master this skill, students need a thorough understanding of the very many phrases they might hear during a negotiation and an ability to show fine shades in meaning in their own contributions. For this, they need to closely examine the exact meaning of a great deal of language, get lots of controlled practice of the same kind of language, and then take part in more realistic but still intensive practice of negotiating to give them a chance to use all that language in context. Games are good for all three of those stages. 21 possibilities are presented below in that order.</div> <div style="text-align: justify;"> <strong>Games for presenting negotiating language</strong></div> <ul style="text-align: justify;"> <li><strong>Negotiating language simplest responses game</strong></li> </ul> <div style="text-align: justify;"> Quite a lot of negotiating language can be divided into two opposing groups of phrases, e.g. starting and ending negotiations, insisting and softening your position, positive and negative, sure and unsure, commenting or getting the other person to comment, formal and informal, direct and indirect, and extending or trying to end a negotiation. I like to present this kind of language with one of my favourite games, which I call the Simplest Reponses Game.</div> <div style="text-align: justify;"> Students are given cards which have the names of the two functions from the list above that you are presenting, e.g. a “Starting” card and an “Ending” card each. They race to hold up the right one depending on what they think about the functions of the phrases that they hear the teacher reading out. For example, with the “Insisting” and “Softening position” cards they can lift their cards in response to phrases like “I can’t give way on this” and “Perhaps, but only if…”. They can then label those phrases on a worksheet with the same categories and test each other in pairs or small groups in the same way. You then need to move onto helping them produce such language, perhaps by getting them to brainstorm phrases into subcategories like “setting conditions” and “explaining why you can’t move” and/ or getting them to help each other produce such sentences with hints such as key words.</div> <div style="text-align: justify;"> You can also sometimes use this game with language divided into three categories, e.g. “Yes” and “No” with both cards up if the phrase means “Maybe”.</div> <ul style="text-align: justify;"> <li><strong>Negotiation language list dictations</strong></li> </ul> <div style="text-align: justify;"> Another thing that you can do with phrases which have something in common is to read out a bunch of them until one student in the class works out what they have in common. As well as useful functions like “Suggesting compromises” and “Apologising”, students can also spot negotiating expressions based on the same metaphor (sport, war and poker being the most common), and phrases with the same word missing.</div> <div style="text-align: justify;"> Students can then label the phrases in the same way on the worksheet and test each other in small groups in the same way, before perhaps brainstorming language to fit into other similar categories such as “giving reasons”.</div> <ul style="text-align: justify;"> <li><strong>Negotiating longer phrases jigsaw game</strong></li> </ul> <div style="text-align: justify;"> Even more than other kinds of functional language, using negotiating phrases which say exactly what you want to say and have the right level of formality/ indirectness often involves using longer phrases. This game combines presenting short simple phrases with giving students the language they need to extend them to make them more polite and/ or precise in meaning.</div> <div style="text-align: justify;"> To prepare a version of this game, start by collecting around 15 to 20 important negotiating phrases which have optional words in the middle such as “This point is (absolutely) crucial”, “According to our (previous) agreement,…” and “Actually, that is (basically) what we were suggesting”. Put the phrases into a three-column table in Word with the optional words and phrases in the middle column. Photocopy and cut up one set per group of two or three students, with the middle column cards divided from the others. Give students just the left-hand and right-hand column words to make basic phrases with (“This point is” + “crucial” etc), then give them the middle cards to check and expand on their answers. They can then use the same cards to prompt those or similar phrases during speaking in a game similar to the key words speaking game below.</div> <ul style="text-align: justify;"> <li><strong>Negotiation conversations jigsaw texts</strong></li> </ul> <div style="text-align: justify;"> Write out the whole of a short negotiation such as extending the deadline for a project, then cut it into sections which students should put back together, something like a jigsaw puzzle. One good place to split the dialogue is before useful reactions to what people say such as “Great!” after “In that case, we accept your proposal” and “I’m sorry to hear that” after “I really don’t think we can move on this at all”. Another possibility is in the middle of useful collocations like “long” + “relationship” and “bulk” + “discount”.</div> <div style="text-align: justify;"> Photocopy and cut up one copy per group of two or three students. After they have put it in order and checked their answers, they can then try to have similar conversations, perhaps starting while being able to see at least part of the conversation they have just put into order.</div> <div style="text-align: justify;"> You can also do this with two dialogues mixed up together, for example one positive negotiation and one negative one, one formal one and one informal one, one telephone and one face-to-face one, or the initial negotiation with people meeting for the first time and a second or final negotiation with people who already know each other. Students should divide the two conversations up as they are putting them in order.</div> <ul style="text-align: justify;"> <li><strong>Matching negotiating phrases and responses</strong></li> </ul> <div style="text-align: justify;"> This can be useful for all stages of the negotiation from small talk (“How’s business?” “Not too bad”) to finalising a deal (“Do we have a deal?” “We certainly do!”). However, simple one-to-one matching up like this is too boring and easy, meaning students don’t get involved enough in the activity for the language to stick. The best way round this is to prepare cards with three possible responses to each phrase, such as “I don’t think we can either”, “That’s a shame” and “Perhaps we can show some flexibility then” as replies to “I don’t think we can move on this”. Students work together to try to match up the phrases. After checking their answers, they can move onto testing each other orally and then building whole conversations around some of the exchanges.</div> <div style="text-align: justify;"> <br /></div> <ul style="text-align: justify;"> <li><strong>Negotiations dominoes</strong></li> </ul> <div style="text-align: justify;"> Another way of dealing with statements/ questions and responses is to prepare cards like dominoes that students can try to make a complete chain out of, with the responses on the left of each domino needing to be put next to the right phrase on the right of each domino. This game can also be played to present and practice the two important language points for negotiating of collocations (“That’s our last” + “offer”) and word formation (“I was expecting a bit more flexib” + “ility”). Actually playing the game of dominoes tends to waste too much time and need too much constant checking by the teacher, so instead nowadays I usually just get students to work together in small groups to make the whole circle out of the dominoes.</div> <div style="text-align: justify;"> <strong>Games for intensive practice of specific kinds of negotiating language</strong></div> <div style="text-align: justify;"> Some of these games are only suitable for one particular language point such as giving reasons, while others could be adapted for one or more – or even almost all – the possible kinds of functional language that could come up in a negotiation.</div> <div style="text-align: justify;"> <br /></div> <ul style="text-align: justify;"> <li><strong>Negotiating coin games</strong></li> </ul> <div style="text-align: justify;"> Before responding to their partner’s proposal, students have to flip a coin and then respond positively if they get a head or negatively if they get a tail. This continues with every exchange until their reach an agreement. They should still try not to give too much away, only conceding very little when they get a head. This should also work with the sides of the coin meaning “Ask a question” (such as asking for clarification or “How about…?”) and “Make a statement”.</div> <div style="text-align: justify;"> You can also do the opposite thing, with students flipping the coin but keeping what they get secret, then trying to get that response from their partner.</div> <div style="text-align: justify;"> Some of the games below are basically the same as these games but without a coin.</div> <ul style="text-align: justify;"> <li><strong>Use the negotiating phrases</strong></li> </ul> <div style="text-align: justify;"> This is the simplest game in this section and one of the most useful ones. Get groups of two to four students to deal out cards with one useful phrase on each one and then try to use those phrases during a roleplay negotiation. The person who has discarded most cards at the end of the negotiation wins the game. You’ll then need to test students’ memory of the phrases by getting them to brainstorm into categories like “Phrases for compromising”, perhaps with key words to help them. They can then move onto doing the same thing with names of functions or key words, as explained below.</div> <ul style="text-align: justify;"> <li><strong>Negotiating functions card games</strong></li> </ul> <div style="text-align: justify;"> Students are dealt some cards with the names of functions on them like “Insist” and “Soften position” and/ or “Yes”, “No” and “Maybe”. During the speaking activity they must do those things with phrases not yet used in the game to be able to discard those cards. The other people can give them the cards back if they repeated a phrase that someone had already said or what they said doesn’t match the card that they discarded. The person who has successfully discarded most cards when the teacher says “Stop” is the winner.</div> <div style="text-align: justify;"> You can also play this game without cutting up cards by students crossing “Yes” etc off a worksheet every time they successfully do that thing with original language.</div> <div style="text-align: justify;"> As with the coin games above, you can also play the opposite game of trying to get the response on the card to be able to discard it, e.g. being able to get rid of an “Insist” card if they can make their partner stick to their position by offering something unacceptable.</div> <div style="text-align: justify;"> For more of a challenge, both kinds of games can also be played with students taking cards from a pack one by one and only being able to take the next one when they have successfully discarded the one that they hold.</div> <div style="text-align: justify;"> <br /></div> <ul style="text-align: justify;"> <li><strong>Negotiating key words card games</strong></li> </ul> <div style="text-align: justify;"> Students are dealt cards with key words for making negotiating phrases on them such as “compromise” (for “I think I have a suitable compromise” etc) and “flexible” (for “I think we’ve already been quite flexible” etc). They must say phrases with those words in while they are negotiating in order to discard those cards. The person with fewest cards left at the end of the game wins. You can also include more than one of each card and tell they can’t discard the cards if they use a phrase that someone else has already said.</div> <div style="text-align: justify;"> This game can be played for just one or two functions (e.g. different key words for making proposals), for a whole range of different phrases, or even all the suitable negotiating functions that you can think of.</div> <ul style="text-align: justify;"> <li><strong>Single function negotiating competitions</strong></li> </ul> <div style="text-align: justify;"> Students compete to do a single thing more often than their partners during a negotiation, e.g. politely rejecting more often than the people that they are speaking to. You will probably also want to tell them to use different phrases to do that each time. Other functions that they can compete to do more times during a single conversation include:</div> <div style="text-align: justify;"> -       asking questions</div> <div style="text-align: justify;"> -       clarifying/ checking</div> <div style="text-align: justify;"> -       giving reasons</div> <div style="text-align: justify;"> -       insisting</div> <div style="text-align: justify;"> -       making concessions</div> <div style="text-align: justify;"> -       moving the negotiation on</div> <div style="text-align: justify;"> -       requesting</div> <div style="text-align: justify;"> -       summarising</div> <div style="text-align: justify;"> -       talking about the future</div> <ul style="text-align: justify;"> <li><strong>Longer and shorter meetings game</strong></li> </ul> <div style="text-align: justify;"> One student is told to get the meeting over with as quickly as possible and the other is told to try to extend it as much as possible. Although there are ways round it for very smart students, this probably won’t work if students can just give way straightaway, so you’ll need to give them backup positions that they can’t go below when they are negotiating. This game is useful for phrases for starting negotiations (small talk, getting down to business etc), moving things on, insisting or giving ground, and ending negotiations.</div> <ul style="text-align: justify;"> <li><strong>Strictly timed negotiations</strong></li> </ul> <div style="text-align: justify;"> Students are given a time limit such as “Five minutes” and must try to make their negotiation last as close to exactly that time as they can. This game is good for language for starting and ending negotiations, as well as cutting down or stretching out the middle with counterproposals, compromises, etc.</div> <div style="text-align: justify;"> To make it more challenging, you could make them do it without being able to see the time. To help them and force more practice of the suitable functional language you could write up and/ or shout out the stage of the meeting they should probably be at to finish exactly on time, e.g. holding up a flashcard saying “Get down to business” about 45 seconds into a ten-minute negotiation.</div> <ul style="text-align: justify;"> <li><strong>Give reasons in negotiations game</strong></li> </ul> <div style="text-align: justify;"> Students are given situations which are very difficult to explain such as renegotiating a deal that was only signed yesterday and changing your mind after they accept your proposal. They must think of good enough reasons for those things that the other people will find acceptable. The situations can be chosen from a worksheet, taken from a pack of cards, or written by students to challenge their classmates. They can simply try to come up with reasons that the other people in their group accept, or actually roleplay a negotiation during which that comes up. You can then test on their memory of phrases for giving reasons such as “This is due to…”</div> <ul style="text-align: justify;"> <li><strong>Negotiating to predict the response</strong></li> </ul> <div style="text-align: justify;"> Students try to predict if their partner’s response to what they say will be “Yes”, “No” or “Maybe”, maybe writing it down before they make their proposal and then showing their partner what they wrote after they get the response. The proposals can be made up by the person making them, made up using words on a worksheet like “renegotiate”, or just chosen from a worksheet or pack of cards. Students could then write similar proposals for other students to use in the same way like “How would you feel about us investing in your company as part of this deal?” Students can then be tested on phrases for making proposals and/ or saying yes, no and maybe.</div> <ul style="text-align: justify;"> <li><strong>Negotiating expressions mimes</strong></li> </ul> <div style="text-align: justify;"> There are many phrases for negotiating which can be made easier to understand and more memorable by students miming them, mostly ones based on metaphors like “I’m going to lay all my cards on the table” and “This is a win-win solution”. One student should mime one from a list on a worksheet until their partner guesses what it is supposed to represent, probably while looking at the same worksheet unless they know all the phrases really well. After going through what might be suitable gestures as a class, they can then do the same thing with the person guessing trying to come up with the phrases from memory. They can then be tested on their memory of the phrases from different prompts such as key words and/ or categories to brainstorm into.</div> <ul style="text-align: justify;"> <li><strong>Negotiating politeness competition game</strong></li> </ul> <div style="text-align: justify;"> Give students a list of phrases which are too impolite for negotiations that they are likely to take part in such as “No way” and “No? What about two dollars then?” After they work out that rudeness is the problem with all the phrases that they have been shown, they should choose one and take turns trying to make it more and more polite, e.g. from “No way” to “There’s no way I can accept that”, “I don’t see any way that I can accept that”, “I don’t really see any way that I can accept exactly what you have suggested”, etc, getting as silly as they like as long as it is more and more formal/ polite. When they can’t get any more formal, they should discuss which of those was actually the most useful.</div> <div style="text-align: justify;"> When they finish the game, you could give them useful words for making phrases more polite such as “seem” and “not so” to add to those rude phrases to write better versions.</div> <div style="text-align: justify;"> <br /></div> <ul style="text-align: justify;"> <li><strong>Negotiating chains</strong></li> </ul> <div style="text-align: justify;"> Students take turns making conditional offers to try to make a huge and complicated chain of proposals such as “If you accept this price, we will offer you 60 days to pay” being followed by “If you offer us 60 days to pay, we’ll double our order, but we won’t accept the price unless you offer us sale or return”. If you want to turn it into a competition, they win if their partner gets confused about what offers have and haven’t been made, probably shown by contradicting themselves or offering the same thing twice.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <strong>Negotiating board games</strong></div> <ul style="text-align: justify;"> <li><strong>Negotiating meeting criteria board game</strong></li> </ul> <div style="text-align: justify;"> Students are given a board game of at least twenty squares with a situation on each like “(negotiate a) pay rise” and “extended payment terms”. Students work in groups of at least three and take part in negotiations on the topic of the square that they are on. As they are doing so the other people in the group tick criteria on the worksheet such as “Being polite” and “Suggesting compromises”. When they have finished the negotiation, the other students add up the number of ticks and that person can move that many squares forward on the board. The person who progresses round the board furthest when the teacher stops the game is the winner. Possible criteria include:</div> <ol style="text-align: justify;"> <li>small talk</li> <li>getting down to business</li> <li>insisting/ not changing your position</li> <li>softening your position/ changing your mind</li> <li>making suggestions/ suggesting compromises/ suggesting solutions</li> <li>trading/ linking offers and conditions</li> <li><em>moving the meeting on/ quickly coming to agreement/ not getting stuck on a point/ leaving decisions to later</em></li> <li><em>giving reasons</em></li> <li><em>using polite/ softening language</em></li> <li><em>being positive/ using positive language</em></li> <li><em>asking about their position</em></li> <li>summarising</li> <li>mentioning future contact</li> <li>the right level of formality/ friendliness</li> </ol> <ul style="text-align: justify;"> <li><strong>Negotiating functional language board game</strong></li> </ul> <div style="text-align: justify;"> This is a slight variation on the game above. Most of the criteria above are kinds of phrase which there are many possibilities for in a negotiation such as “How have you been?”, “Did you have any trouble finding us?” and “Is it your first time in London?” for small talk. If you cut down the number of categories to just these ones, students can get one tick for each phrase not yet used in the game that they use with one of those functions. That means they can get two or more ticks for one category as long as none of those phrases have been said before. This should hopefully push them to use the range of language that you have presented and come up with their own ideas.</div> <ul style="text-align: justify;"> <li><strong>Negotiations journey board game</strong></li> </ul> <div style="text-align: justify;"> Most of the board games described in this article can also be set out as more of a “Negotiations Journey” with each square a step towards final agreement in the same order as when those stages would usually take place, starting with negotiating things like use of the meeting room and who from your company will attend in the first few squares. The last few squares could be things like negotiating the contract signing ceremony.</div> <ul style="text-align: justify;"> <li><strong>Score the square negotiations game</strong></li> </ul> <div style="text-align: justify;"> This is another way of getting students to concentrate on expanding their functional language for negotiations, but this game lets them concentrate on one function at a time. Instead of situations in the squares, each one has a function like “small talk questions” and “delay decisions”. The person who is on that square can roleplay any negotiating situation they like and should try to do that thing as many times as possible during the negotiation, using different language each time. Their partner(s) will give them a point for each successful attempt during the speaking, then they can move that many squares. You might want to set a maximum number of squares such as six or ten, perhaps letting them stop speaking when they reach that number instead of getting to the end of each negotiation.</div> <div style="text-align: justify;"> <strong>Freer (but still intensive) practice of negotiating in English</strong></div> <ul style="text-align: justify;"> <li><strong>Multiple negotiations game</strong></li> </ul> <div style="text-align: justify;"> Divide the class into at least three teams. It is okay to have one-person teams, but if larger teams are possible that will lead to more communication. Decide on one product that each group will want to buy, e.g. photocopiers, mechanical diggers and raw copper for team A, team B and team C respectively. The teams are also suppliers of all the other goods apart from the ones that they want to buy. Each team should play off the other teams from each other to get the best price from their suppliers while also selling their own goods without giving them away too cheaply. Students are usually specifically motivated by the set up not to need winners and losers, but if you want to score you could give points for:</div> <div style="text-align: justify;"> -       Getting something cheaper after a more expensive quote from another group</div> <div style="text-align: justify;"> -       Getting a group to offer something lower than their previous offer (with one point for each time)</div> <div style="text-align: justify;"> -       Getting a group to offer a higher price for your products than they originally did</div> <div style="text-align: justify;"> -       Agreeing to a price for your products which is less than 2% below your original quote</div> <div style="text-align: justify;"> -       Attaching conditions to the price (with one point for each condition)</div> <div style="text-align: justify;"> -       Getting other concessions (e.g. good payment terms, with one point for each concession)</div> <div style="text-align: justify;"> To stop the other teams too quickly spotting what negotiating tactics are being used on them, you could give worksheets with different scoring criteria on them to the different teams.</div> <div style="text-align: justify;"> This game needs to be done as emailing, telephoning and/ or videoconferencing practice, which is luckily very realistic for many students. Emailing can be done with real technology, with scraps of paper handed back and forth, or just with people saying what their emails would say. Emailing without speaking to each other is probably best, as all the other options allow other teams to listen in to what is being offered. If you have at least two rooms available, doing it with telephone messages being left for each other is also a great method.</div> <ul style="text-align: justify;"> <li><strong>Everyday negotiations roleplays</strong></li> </ul> <div style="text-align: justify;"> Get students to negotiate situations which they come across every day but probably don’t negotiate during such as talking to the dustbin men or going to the post office. Ask them to negotiate something in each situation, with free choice about what that could be. You can get them to choose from the list of situations or choose randomly by picking a card or closing their eyes and pointing at the worksheet.</div> <div style="text-align: justify;"> This activity is useful as a further challenge for students who usually have the same old negotiations all the time and need something to stretch them. It is also good as a way of making negotiations something that pre-experience students can imagine.</div> <ul style="text-align: justify;"> <li><strong>Negotiations problems roleplays</strong></li> </ul> <div style="text-align: justify;"> Another way of adding some spice to negotiations is to add an element of difficulty such as one or both people not having the authority to actually make concessions or receiving a phone call halfway through the negotiation that changes the whole situation.</div> <ul style="text-align: justify;"> <li><strong>Negotiating bluff</strong></li> </ul> <div style="text-align: justify;"> Get students to roleplay real life negotiations such as a new deal with a supplier, with their partner taking the other role. Give the person who is playing themselves five cards from a pack of cards marked “T” or “F” and ask them to place those cards face down on the table when they make true or false statements about their position such as “We were offered a cheaper price last week by another supplier” and “We’d lose money on it at that price”. When the negotiation finishes, the person who they were negotiating with tries to spot what the false statements were. You can then discuss their opinions on using honesty and dishonesty in negotiations.</div> <div style="text-align: justify;"> </div>

21 negotiating in English games

Negotiating well in another language is one of the most difficult skills, especially nowadays when it is often done by distance by vide...

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Games for IELTS Speaking Part One, Part Two and Part Three

<div style="text-align: justify;"> <a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTZTirBC7lU63QgNXZiMKz_7U6jjf8ffDxQrQ_IENi_WAeq8ynG7g" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" class="irc_mut" height="300" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTZTirBC7lU63QgNXZiMKz_7U6jjf8ffDxQrQ_IENi_WAeq8ynG7g" style="margin-top: 32px;" width="400" /></a>It is quite difficult to practise all three parts of the IELTS speaking test in one game, given how different Part Two presentations are from the question and answer formats of Part One and Part Three, but all the games below make that possible. This could be useful as a way of revising suitable language or tactics before or after doing a whole practice speaking test. Doing the same game for two different parts of the exam is also a good way of moving from, say, Speaking Part One to Speaking Part Two in the same class. As all the games below can be used for just one or two parts of the exam as well as the whole thing, this article should hopefully also work as a useful resource for anyone looking to quickly find a suitable game that is guaranteed to liven up their IELTS classes. Most of the worksheet-based ideas described here are available online for free. </div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Dice Game</b></div> <div style="text-align: justify;"> This is one of my favourite games for IELTS Speaking Part One and can easily be converted into a mix of all three parts of the test. In this variation a first throw of the dice decides if students should answer a question about themselves and people they know like Part One, answer a question about the world more generally like Part Three, or talk for one or two minutes on the topic like Part Two, probably with two numbers on the dice representing each of those things (1 or 2 = Part One-style question etc). A second throw of the dice then decides which of six typical IELTS topics they will have to talk about, e.g. 1 for technology, 2 for the environment, 3 for education, 4 for free time, 5 for exercise, and 6 for health. Their partners make the questions and they simply answer the question or talk about the Part Two-style topic (maybe with their partner setting four subtopics as in the exam).</div> <div style="text-align: justify;"> Note that in this and some other games in this article, students who are new to the exam will need quite a lot of help with making the questions such as a list of useful question stems.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Board Games</b></div> <div style="text-align: justify;"> It is also possible to make a board game with the kinds of topics and tasks mentioned above for the dice game. This can be done by simply writing the topics and/ or task types in each square of the board, making for squares like “sport – opinion” and “travel – one or two minutes”.</div> <div style="text-align: justify;"> Students could just move around the board by throwing a dice, but I prefer for students to be made to push themselves more by making their progress depend on their actual speaking performance. The easiest rule to explain is students being able to move by how long each of their answers is, e.g. moving one square per thirty seconds of speaking, up to six squares maximum for three minutes of speaking about one question or Part Two-style task.</div> <div style="text-align: justify;"> A more useful way of deciding how to move around the board by their actual speaking is for students to monitor each other for certain criteria that their speaking matches, moving one square for each point that they are given by their partner(s) for matching those criteria. All or most of the criteria that they are monitoring for need to be suitable for all three parts of the exam and hence for all or most of the squares on the board. The criteria could be things like “avoiding silence”, “staying on topic or explaining why you are going off topic”, “checking what the question means”, “explaining what something is or means”, “filling silence/ thinking aloud”, “using hedging/ softening language”, “giving reasons” and “using higher level language”. Most of the criteria are actually kinds of functional language, so students could also brainstorm useful phrases before or after playing the board game.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Card Games</b></div> <div style="text-align: justify;"> As well as from a dice or board, students can choose topics and question types from a pack or packs of cards. If you want to score, their partners can tick once on a score sheet for each time that they do one of the things mentioned above in the criteria board game. If you have managed to make enough cards, another option is for them to be given one card for each point that they score, being allowed to choose from all the tasks in their hand the next time that their turn comes round.</div> <div style="text-align: justify;"> You can also turn making questions into more of a competition with the use of cards. Make two packs of cards, one with topics and the other with question types, preferably with the two packs having different shapes, sizes and/ or colours from each other. The question types cards can be question stems, descriptions of a kind of question (e.g. “personal”, “society”, “trends” and “opinion”) and/ or just the names of the three different parts of the test (“Part One question” etc). Students try to put topics and kinds of questions together to make tasks for the other students in the group. This continues until all the cards are gone. The cards can be dealt out, spread face up across the table, or spread face down across the table (making it a kind of pelmanism game). To make the game more challenging, I’d tell students that the questions must be about the topic given but not actually include that word in the question, e.g. asking “Speak for one or two minutes about how you spend your evenings” instead of “…your free time” if the card says “free time”.</div> <div style="text-align: justify;"> A simpler way of making students compete to make suitable questions is for someone to pick one card and for everyone in their group to take turns making Part One and Part Three style questions and Part Two style presentation tasks with that word and/ or on that topic, with someone else in the group answering the question or doing the presentation each time. Students make more and more questions/ tasks based on that one card until the next person or everyone gives up. They then do the same thing with other cards. Cards can be picked from the cards in their hand, from a pack on the table, or from the cards spread face up around the table.</div> <div style="text-align: justify;"> For more intensive practice of suitable functional language phrases for the exam like “Can I check what… means?”, “Sorry, I meant to say….” and “I don’t know how to say this in English, but…”, students can be dealt out cards representing those kinds of functional phrases. Students discard the cards as they use them when answering questions or doing Part Two tasks, and the student with the fewest cards at the end of the game wins. The cards can have whole suggested phrases, partial phrases, key words from phrases such as “check” and “meant”, or just descriptions of the function of what they should do such as “Correct yourself” or “Use vague language”. With the last two variations, sentences other than what they have studied are okay, but they can’t repeat things that other people have said during the game. The topics that they must talk about while using that language can be taken from another pack of cards, be chosen by a coin or dice, or simply be made up by their partner(s).</div> <div style="text-align: justify;"> You can also use cards to practice a whole test in a slightly more fun way than normal exam practice. The next student to speak picks four cards and those will be their topics in the test (three cards for the up to three topics in Part One, then one topic for Parts Two and Three together, as those parts are always the same topic as each other). That student can choose which topics they want in each part of the exam, and their partners then make up questions and a Part Two task to match that. You can let the student(s) with the examiner role prepare the questions in advance, or just improvise them during the practice test.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Simplest Responses Games</b></div> <div style="text-align: justify;"> The “simplest response” in the Simplest Responses Game is students simply raising one of the two cards that they have been given depending on what they hear. My favourite version of this for IELTS is something I call The Candidate or Examiner Game. The teacher reads out typical things that are said in the exam like “Can I check your name?” and “Can I check what this word means?” and the students raise “Candidate” and “Examiner” cards on who they think might say those things during the test. They can then label the phrases with “C” and “E” on a worksheet. After checking their answers and answering any questions they have about the phrases, I then tend to get them to put those phrases into categories such as “Checking if you can talk about something” and “Filling silence/ Thinking aloud”, first from memory and then by looking again at the worksheet.</div> <div style="text-align: justify;"> Another good way of using The Simplest Responses Game is with cards saying “The same” or “Different”. This is good for questions that might be asked in different ways, questions which they might think mean the same thing but are actually different from each other, British vocabulary which they might hear and only know the American version of, higher level language that they could use in their answers (along with the easier version meaning the same thing which they probably already use), and false friends that they might use in their answers (such as “mansion”/ “condominium” for Japanese speakers).</div> <div style="text-align: justify;"> By giving students “OK” and “Not OK” cards to hold up, you can also use The Simplest Responses Game to introduce common mistakes in IELTS Speaking and things which students might think that they can’t do but are actually fine like saying critical or sarcastic things in their answers. If it’s a bad idea like saying “What?” they hold up the “Not OK” card, and if it is actually alright like saying “Actually, I hate my hometown”, they lift the “OK” card. See IELTS Speaking Error Correction Race below for some ideas of which problems you can introduce. Other things which are okay despite many students not thinking so are including use of idiomatic forms like phrasal verbs (actually a good thing because it shows their level of English), using different tenses to the questions in your answers (natural when the question doesn’t quite match your situation such as having no plans but being able to make a prediction), and using American English in response to questions with British English in them (“Do you live in a house or a flat?” “A really small apartment” etc).</div> <div style="text-align: justify;"> For tips rather than language, you could also do the same thing with “True” and “False” cards and statements like “The examiner will interrupt and correct you if you have misunderstood the question” (false), “You should fill all silence” (true), “It’s okay to fill all silence with the phrase ‘Let me think’” (false), “You should speak as long as possible” (false), “It’s okay to answer some questions with a short answer if that seems natural and what you would do in a real conversation” (true), “Always say something like ‘but’ after commenting on the difficulty of answering a question” (true) and “Giving reasons is a good way of naturally extending your answers” (true). After doing the same thing on a worksheet, students can brainstorm useful phrases to do the things that they should do like giving reasons.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Error Correction Race</b></div> <div style="text-align: justify;"> Students race to be first to spot what is wrong with IELTS Speaking answers that their teacher reads out or they have been given on a worksheet. With the written versions, students have to cover the worksheet with a piece of blank paper and reveal just one question and answer pair when you tell them to do so each time. Any group which thinks that they have found something wrong with the answer should put up their hands and explain what they think the error is. They get one point if they are right and another point if they can suggest a better version. If they are wrong, the game continues with that student or team not able to take part until the next round.</div> <div style="text-align: justify;"> The listening version is basically the same but with the teacher reading out the questions and answers and the students interrupting whenever they think they have found some problem with the answer. If they are wrong, they sit out the rest of that one while the teacher continues and other teams guess the mistakes.</div> <div style="text-align: justify;"> Problems with an answer could be:</div> <div style="text-align: justify;"> -       Not really answering the question, perhaps because the person speaking misunderstood it</div> <div style="text-align: justify;"> -       So short that it isn’t really answering the question</div> <div style="text-align: justify;"> -       So long that it isn’t really answering the question (anymore)</div> <div style="text-align: justify;"> -       “English” expressions made in their country (Janglish, Konglish, Chinglish, Franglais, Spanglish, etc)</div> <div style="text-align: justify;"> -       False friends</div> <div style="text-align: justify;"> -       Using words from L1 which need explaining but aren’t</div> <div style="text-align: justify;"> -       Trying too hard to avoid words from L1 (e.g. words for traditional clothes) where using the word and then explaining it would make more sense</div> <div style="text-align: justify;"> -       Grammar mistakes</div> <div style="text-align: justify;"> -       Going too far with informality (swearing, blaspheming, using street slang, or being rude about the questions – just about everything else is okay)</div> <div style="text-align: justify;"> -       Language too much like written language</div> <div style="text-align: justify;"> -       Part Three answers which are too much like an essay/ too much like Part Two answers</div> <div style="text-align: justify;"> -       No “but” after “I don’t remember very well”, “I’m not really sure”, “I don’t have any personal experience of this”, etc</div> <div style="text-align: justify;"> -       No reasons where they are obviously needed, e.g. after “I don’t agree”</div> <div style="text-align: justify;"> -       Overgeneralising (“(All) Japanese people…” etc)</div> <div style="text-align: justify;"> -       Making (possibly false) assumptions about the examiner (“As you know…” etc)</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Roleplays</b></div> <div style="text-align: justify;"> This is another nice way of introducing things that students shouldn’t do in the exam and things which they can do but might have doubts about. Make a pack of cards with instructions for how they should answer questions or do Part Two tasks during this game like:</div> <div style="text-align: justify;"> -       ask questions back to the examiner (“Do you know…?”, “And you?” etc)</div> <div style="text-align: justify;"> -       avoid eye contact</div> <div style="text-align: justify;"> -       be critical/ sarcastic/ negative in your answers</div> <div style="text-align: justify;"> -       be very positive/ enthusiastic about the things you talk about</div> <div style="text-align: justify;"> -       change your mind halfway through your answers</div> <div style="text-align: justify;"> -       check if you can or should talk about something before answering the questions</div> <div style="text-align: justify;"> -       check if you have answered the questions</div> <div style="text-align: justify;"> -       check the meaning of (many/ most) questions before you answer them</div> <div style="text-align: justify;"> -       check what the questions were halfway through your answers</div> <div style="text-align: justify;"> -       correct yourself when you make language mistakes</div> <div style="text-align: justify;"> -       correct yourself when you say something that isn’t (exactly) true</div> <div style="text-align: justify;"> -       don’t check the meaning of any of the questions – if you don’t understand the questions, just answer what you imagine the questions might be</div> <div style="text-align: justify;"> -       express lots of doubt (giving weak opinions, not remembering exactly, etc)</div> <div style="text-align: justify;"> -       fill all silence</div> <div style="text-align: justify;"> -       give imaginary answers (= lie or use your imagination in your answers)</div> <div style="text-align: justify;"> -       give very strong opinions</div> <div style="text-align: justify;"> -       go off topic and don’t go back to the topic</div> <div style="text-align: justify;"> -       go off topic for a little while and then come back to the topic</div> <div style="text-align: justify;"> -       just ask the examiner to repeat each time you don’t understand the questions (with phrases like “Pardon?”)</div> <div style="text-align: justify;"> -       make all your answers as long as possible</div> <div style="text-align: justify;"> -       use lots of gestures</div> <div style="text-align: justify;"> -       make lots of eye contact</div> <div style="text-align: justify;"> -       say that you don't (exactly) remember in many different ways</div> <div style="text-align: justify;"> -       say you don’t understand the questions, using the same couple of phrases each time</div> <div style="text-align: justify;"> -       say “Let me think” and “Let me see” many times</div> <div style="text-align: justify;"> -       smile a lot</div> <div style="text-align: justify;"> -       speak as quickly as possible</div> <div style="text-align: justify;"> -       think aloud (= say everything that comes into your head to fill silence)</div> <div style="text-align: justify;"> -       use lots of informal spoken language (phrasal verbs etc)</div> <div style="text-align: justify;"> -       use phrases with “That is a… question” many times</div> <div style="text-align: justify;"> -       use words from your own language and then explain what they mean</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> They should be a mix of good things to do in the exam, bad things to do in the exam, and things which don’t really matter one way or the other. Some roleplays that you think of might not work with all parts of the exam, in which case the person answering should request particular kinds of questions.</div> <div style="text-align: justify;"> One student does that thing as much as possible while answering questions or doing Part Two tasks, with their partner interrupting and guessing what they are doing. If their partner can’t get it, they should do that thing in a more and more extreme way and/ or give hints.</div> <div style="text-align: justify;"> After doing the roleplays, students look at the list and discuss whether those things are good or bad, or whether they don’t really matter one way or another. They can also brainstorm useful phrases for doing the things that they should such as different ways of saying that you don’t understand questions.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking List Dictation Game</b></div> <div style="text-align: justify;"> This is a great game for introducing lots of vocabulary that could be useful for talking about typical IELTS Speaking topics like technology, accommodation and festivals. Make lists of words that are connected in some way, e.g. being associated with one of those topics, being all positive, or being all negative. Read out one of the lists, starting with the trickiest terms, until someone in the class guesses what the category is. They can then label the same lists of words on worksheets in the same way and move onto testing each other in pairs. Particularly for typical Speaking Part One topics, it is also important that you have a stage where they choose vocabulary that they want to learn and try to use in the exam, after which they can answer questions and do Speaking Part Two on those same topics.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Brainstorming Competition</b></div> <div style="text-align: justify;"> This is like the opposite of the game above. Students are given categories of language that often come up in IELTS Speaking such as “giving reasons”, “giving weak opinions” and “describing celebrations”. Each group should brainstorm as much language as they can into those categories then read out some that they think no other group has thought of. If the other groups accept that it fits in the category that they say and no one else wrote it down, they get one point. The teacher can then comment on the language if they like.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>Guess What IELTS Speaking Question is Being Answered</b></div> <div style="text-align: justify;"> This is a nice activity for getting students to listen carefully to each other while they are speaking. Give out Student A and Student B worksheets with different questions and/ or Speaking Part Two tasks on them. Students take turns choosing one thing from their sheet and speaking until their partner guesses the question or task. They can then discuss how well they stayed on topic and rephrased words in the question/ task. You can also underline words in the question/ task that they mustn’t use when they are speaking to give more intensive practice of rephrasing and to make guessing more challenging.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>IELTS Speaking Prepositions and Determiners Pairwork Game</b></div> <div style="text-align: justify;"> Most phrases that students could produce in the exam have at least one preposition and/ or determiner (“on”, “at”, “a”, “the”, “some”, etc). You can exploit this as a way of sorting out problems with those tricky language points and to introduce or practise useful phrases for the exam more generally. Collect useful phrases which have at least one of those kinds of words and group them together, e.g. “I don’t have a strong view on that” and “On my birthday we usually…” in the On section. It’s also possible to have sections for “no preposition” and “no determiner” if you want to make it trickier for students and/ or tackle those points.</div> <div style="text-align: justify;"> Split the phrases between Student A and Student B worksheets. One student reads out phrases from one section on their worksheet with that word missing each time (e.g. “I don’t have a strong view la la la that” or “BEEP my birthday we usually…”) until their partner guesses which one word is missing from all of those phrases. They can only guess once per phrase, so their partner should continue giving examples until their partner guesses correctly. If their partner still can’t guess after all the example sentences on their worksheet, they can make up other suitable phrases and/ or give hints.</div>

Games for IELTS Speaking Part One, Part Two and Part Three

It is quite difficult to practise all three parts of the IELTS speaking test in one game, given how different Part Two presentations are fr...

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35 fun classroom practice activities for Present Continuous (Present Progressive)

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" 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" style="margin-top: 32px;" width="400" /></a>The simplest use of Present Continuous is to talk about things that are in some way in progress now/ presently/ currently/ at the moment, which is the main focus of this article. This use is often contrasted with Present Simple for present routines/ habits/ repeated actions. In normal communication, Present Continuous is perhaps more useful to talk about future arrangements such as meetings, dates and appointments, but this is so different from the basic meaning that there will be another article on that future use. There are a couple of activities in this article for the much rarer use of Present Continuous to talk about regular habits – often annoying ones – like “She’s always sucking her teeth”. For all these uses, students will need to practise different forms of “be” (“I am”, “he is” etc.), pronunciation of contractions of “be” (“she’s”, “we aren’t” etc.), and spelling rules for “-ing” verbs. The activities below provide plenty of practice of these, also teaching lots of useful verbs and collocations along the way. The activities below start with ones with no or minimal resources, move onto ones that need worksheets, and finish with various uses of technology to practise this tense. Ones which could fit into more than one of those sections are described in the more obvious section then briefly mentioned at the end of the other(s). Inside each section, the activities are organised in approximate order of how often I would use them. Most of the worksheets described here are available online for free, often on this site. </div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>Present Continuous tense activities with no or minimal resources</b><br /> </div> <div style="text-align: justify;"> <b>1. Make me say “Yes, I am”/ Make me say “No, I’m not”</b>Students take turns asking yes/ no questions that they think their partner will probably say “Yes, I am” to such as “Are you sitting down?” and “Are you feeling tired?”. They get one point for each positive answer from their partner, as long as no one has already used that question. Students might need a list of suggested verbs such as “wear”, “think”, “worry”, “touch”, “move” and “carry”. You could also allow sentences with your like “Are your eyelashes moving?”<br /> </div> <div style="text-align: justify;"> <b>2. Happening now brainstorming</b></div> <div style="text-align: justify;"> Students look around the room and/ or out of the window and make as many true sentences as they can about what is happening, e.g. “She is breathing” and “They are walking”. If you want to score, give one point for each sentence that hadn’t been said before, perhaps allowing the same sentence with a different subject (“He is breathing”, “We are breathing” etc.) with lower level groups. If you are including actions in the classroom, you can encourage the other students to do lots of actions for their classmates to make sentences about, or you can do the opposite and encourage them to try and stay still and so only accidentally give their classmates something to describe (e.g. “He is sniffing”). You might want to allow use of bilingual dictionaries to boost the level of language used.</div> <div style="text-align: justify;"> You can also do this game with only one person looking and the other people guessing what is happening outside the window etc., with the person who is looking giving points for any sentences which are both factually and grammatically correct.<br /> </div> <div style="text-align: justify;"> <b>3. What are you hearing?</b></div> <div style="text-align: justify;"> Students guess what is happening from what they can hear. The sounds can be things happening naturally in the class (“A clock is ticking”), sounds that the teacher or their classmates are making deliberately (“You are kicking the table”), or things happening on a video or in a recording. They obviously need to close their eyes for most of these, or their view can be blocked, for example with a piece of cardboard in front of the TV or a blanket held up behind which people make sounds. If you have the technology, groups of students could also gather sounds on a recording device and then play them back for others to guess, or find similar sounds online.</div> <div style="text-align: justify;"> Students can just guess what action they are hearing (“Somebody is moving their desk” etc.), who is doing it (“Who is coughing?” “Joao is coughing” etc.), or how many people are doing it (“How many people are jumping?” “Seven people are jumping” etc.)</div> <div style="text-align: justify;"> Suitable actions for students to deliberately make noises with in the classroom include “opening and closing”, “knocking on”, “pushing”, “dropping”, “kicking”, and “turning”.<br /> </div> <div style="text-align: justify;"> <b>4. Present Continuous things in common</b></div> <div style="text-align: justify;"> Students work together to find Present Continuous sentences which are true about both of them, e.g. “We are both sitting down”, “We are both breathing”, “We are both feeling a little cold” and “Our parents are working right now”. If you want to score, you can give them one point for each true sentence which none of the other groups thought of.<br /> </div> <div style="text-align: justify;"> <b>5. Present Continuous projects</b></div> <div style="text-align: justify;"> Students draw the scene that they are told to and add as many pictures of people doing suitable things for that situation as they can, with a written description for each. For example, students work together to draw 20 or so people in a park and label each person with what they are doing. The pictures can be drawn, cut from magazines, or found online. The same thing can also be done with animals, robots, monsters, aliens etc. doing the actions.</div> <div style="text-align: justify;"> The projects can be made more realistic and given context by making them advertising or instructional posters, e.g. a poster of a theme park showing all the things that people are having fun doing at one moment in time, or a poster showing all the things that are good and bad for the environment that people are doing in a town right now.<br /> </div> <div style="text-align: justify;"> <b>6. I don’t know what he’s doing</b></div> <div style="text-align: justify;"> Students try to ask questions about their partners’ families etc. that the person answering doesn’t know the answer to, e.g. “What is your father doing?” and “Is your mother watching TV?”</div> <div style="text-align: justify;"> You can also make this into a bluffing game by students answering all questions and the questioners guessing which answers are made up, perhaps after asking for more details like “Why is he/ she doing that?” and “How do you know?” Especially with this variation, students can also answer questions about their partners’ neighbours, friends, local postal worker, boss, teacher in other classes, etc.<br /> </div> <div style="text-align: justify;"> <b>7. Present Continuous time zones guessing game</b></div> <div style="text-align: justify;"> Using a map, globe or list of time zones, a student chooses a country and describes what is probably happening there now without saying its name, e.g. “They are sleeping on futons” or “They are eating tacos and playing guitars”. As well as matching the country, the sentence must reflect the time in that place (by students calculating from the time differences). Students continue giving hints until their partner guesses which country they are thinking of.<br /> </div> <div style="text-align: justify;"> <b>8. Present Continuous picture search</b></div> <div style="text-align: justify;"> Students are given magazines, catalogues or books that include lots of pictures of people doing different things, e.g. fashion magazines, picture dictionaries or visual encyclopaedias. Different people can have the same books etc or different ones each. Students search for pictures that match what the teacher or a classmate says (e.g. “Someone is running”) as quickly as possible. They can also search for a picture and sentence that no one else can find, or search for a picture and sentence that no one has said yet.</div> <div style="text-align: justify;"> This game can also be played with people spotting things in single very detailed pictures such as pages from a “Where’s Wally?” book.<br /> </div> <div style="text-align: justify;"> <b>9. I’m still not getting through</b></div> <div style="text-align: justify;"> Students roleplay telephone conversations where one person is trying over and over to get through to the same other person, with the receptionist who answers giving a different reason each time why that person isn’t available. This should eventually lead to more unusual and amusing excuses like “He’s out jogging”. Students can then brainstorm and rank good and bad excuses in that situation, and maybe try the same activity again.<br /> </div> <div style="text-align: justify;"> <b>10. We’re boasting on the phone</b></div> <div style="text-align: justify;"> Students take turns describing the perfect scene where they are, trying to outdo the other person with how wonderful the situation they are in is, for example “The sun is shining and the birds are singing” “That sounds nice. Here are millions of stars are twinkling and a few flakes of perfect snow are falling slowly from the sky”. You can ask students to imagine specific scenes such as particular countries, tourist resorts, or holiday homes. It is also possible to do it the other way round, with students “boasting” how awful the situation they are in, with situations like holidays, city living, shared housing and jobs.<br /> </div> <div style="text-align: justify;"> <b>11. Present Continuous memory games</b></div> <div style="text-align: justify;"> Students describe what is happening now from memory, i.e. without being able to see what they are speaking about. The simplest way of organising this is for students to close their eyes and answer questions about what is happening around them, e.g. “Where is John sitting?” and “What colour shoes is Jeremy wearing?” Alternatively, they can brainstorm everything that they can remember without questions to prompt them.</div> <div style="text-align: justify;"> The same thing can be done with a picture that is turned over or scene from a video that is turned off, probably after they look for 30 seconds and try to memorise it first.<br /> </div> <div style="text-align: justify;"> <b>12. Present Continuous guessing from hints games</b></div> <div style="text-align: justify;"> Students guess the Present Continuous action or person doing it from spoken clues.</div> <div style="text-align: justify;"> For the guess the action version, hints can include who is doing that action now (“Many people all over the world are doing this now, but only a few people in this country are doing it”, “My father is doing it now, and I guess your father is doing it too”, etc.), or how the person who is doing it feels (“I’m feeling bored/ excited/ scared/ etc.”)</div> <div style="text-align: justify;"> Students can guess the person from Present Continuous hints like “He’s working now”, “He’s probably sitting in front of a computer” and “He’s almost certainly wearing a tie”. The person can be someone who the person speaking knows (e.g. a family member) or someone with a certain job.</div> <div style="text-align: justify;"> The time zones game above is a variation on this.<br /> </div> <div style="text-align: justify;"> <b>13. Present Continuous spelling code game</b></div> <div style="text-align: justify;"> Give or dictate a list of numbers associated with each letter of the alphabet, e.g. “A = 23”, “B = 16”, etc. After checking that students have the right list of numbers written down, read out an –ing form (e.g. “putting”), a Present Continuous phrase (“I’m wearing”, “He is sitting”, etc.) or short Present Continuous sentence (“She’s having a bath”). Students write down what they hear, add up the numbers associated with those letters, and shout out the total, e.g. “A hundred and twelve!” The first person to shout out the right answer wins that round. Students can then take the teacher’s role of reading things out and judging who got the right answer first.</div> <div style="text-align: justify;"> This game is good for recognising contractions and practising when to put double letters in –ing forms (“shutting” but not “warnning” etc.)<br /> </div> <div style="text-align: justify;"> <b>14. Present Continuous Kim’s game</b></div> <div style="text-align: justify;"> Students step out of the class, close their eyes or look away. When they look again, they should list the things which have changed, e.g. “Henry is wearing a jacket” or “The teacher is sitting down” because those things changed while they weren’t looking. They can also do the same thing with pictures with differences (“The old woman is drinking coffee” because that was different in the first version of the picture that you showed them) or two scenes from a video (“She is wearing his jacket” because that has changed while the video has been turned off). The videos and photos can also be made by students if you have the equipment.<br /> </div> <div style="text-align: justify;"> <b>15. Present Continuous instructional play</b></div> <div style="text-align: justify;"> Students design and act out a play showing someone doing lots of wrong things such as things that are bad for the environment, things which aren’t allowed in school, or things which are dangerous. One of the people in the group or someone in the audience shouts “Stop” when something bad happens, the people acting freeze, and their teammate or someone from the audience says what bad thing is happening which shouldn’t be, and why it shouldn’t be done.</div> <div style="text-align: justify;"> The same thing can easily be done with the teacher doing the actions, or with students filming their plays on video cameras.<br /> </div> <div style="text-align: justify;"> <b>16. Present Continuous 20 questions</b></div> <div style="text-align: justify;"> One student thinks of a verb and the other person asks questions like “Am I doing this now?”, “Are you doing this now?”, “How many people in the world are doing this now?”, “Are most people in Brazil doing this now?” etc until they guess which action is being thought of. The students will probably need suggested questions like these, and maybe a list of possible verbs like “breathe” and “sit”.<br /> </div> <div style="text-align: justify;"> <b>17. Present Continuous picture similarities and differences</b></div> <div style="text-align: justify;"> Give students pictures of two busy scenes, e.g. two street demonstrations, two pictures from Where’s Wally (= Where’s Waldo) books, or two photos of crowded town squares. Without showing their pictures to each other, students must find Present Continuous sentences that are true of both pictures or are only true of one (depending on what you tell them to do). It’s obviously usually easier to find differences than similarities in such real pictures. </div> <div style="text-align: justify;"> Many books also have photocopiable version of this, usually with each pair of students having the same picture with five or ten small variations, similar to a children’s spot the difference puzzle but again with students doing it without looking at each other’s pictures. It’s quite difficult to make your own versions of this, because if you Tippex a picture and make changes it’s usually too obvious where you’ve done so. Although this is less satisfying than a single picture, the same thing works with twelve or so ClipArt pictures of actions on the worksheets, with four or five of them being at least slightly different.<br /> </div> <div style="text-align: justify;"> <b>18. Present continuous tennis</b></div> <div style="text-align: justify;"> Students “serve” an “I” Present Continuous phrase or sentence such as “I’m skiing” or “I am taking a photo”, their partner returns with the second person form of the same thing, e.g. “You’re skiing”. This continues through all the subjects that you want to practise. To “return”, the next person must then choose another verb or sentence to continue the game with such as “I’m feeling hungry”. If anyone makes a mistake or pauses for too long, they start again with a serve with a new verb. This continues until someone has reached the number of points that you set them as a goal, or the person with highest number of points when you stop the game wins.<br /> </div> <div style="text-align: justify;"> <b>19. Bad and worse actions</b></div> <div style="text-align: justify;"> Students take turns “boasting” about how annoying their (imaginary) spouse, parents, teacher, friend, siblings etc. are using Present Continuous, e.g. “My brother is always picking his nose” “That’s nothing. My sister is always picking her nose and eating it”. Whenever both sides run out of ideas, they discuss which person actually sounds more annoying and/ or guess how much of that was actually true about their real sister etc.<br /> </div> <div style="text-align: justify;"> <b>20. We are cutting</b></div> <div style="text-align: justify;"> Students cut up scrap paper into the shapes of people (or animals, robots etc.) doing actions. This can be producing what the teacher or a classmate says (e.g. “A horse is running”, with points for the quickest and/ or best options), or trying to come up with as many shapes and matching sentences as possible (written and/ or spoken).<br /> </div> <div style="text-align: justify;"> <b>21. He’s doing that first</b></div> <div style="text-align: justify;"> Students are dealt out pictures which should be in some kind of order such as a cut-up comic strip (with no dialogue). They have to describe what is happening to put them back into order without showing them to each other, e.g. “In my picture a boy is tying someone’s shoe laces together” and “In my picture a man is falling over, so it must be after yours”.<br /> </div> <div style="text-align: justify;"> <b>What Are You Seeing?, Present Continuous Miming Games and Present Continuous Drawing Competitions below are also possible with no or minimal resources. </b></div> <div style="text-align: justify;"> <b>Photocopiables for classroom practice of Present Continuous</b><br /> </div> <div style="text-align: justify;"> <b>22. Present Continuous miming games </b></div> <div style="text-align: justify;"> Miming sentences like “You are drinking tea” and “A gorilla is beating its chest” is by far the most obvious thing to do with the basic meaning of Present Continuous, as it means students are using the tense as they see an action in progress. To make that true, the teacher or students should always continue doing the action until the people watching guess what is being done (so that it is not more accurate to say “You jumped” or “You were jumping”).</div> <div style="text-align: justify;"> It’s also possible for students to come up with their own things to mime. A nice way of doing this is to give them a verb and ask them to take turns making actions that go with it, e.g. “You’re having a bath”, “You’re having breakfast” and “You’re having a good time” for “having”. This can still be done as a guessing game, or students can get one point for each action they can both say and do. Students could also work in mixed-sex groups so that they can get one point for each of “I’m swimming”, “We’re swimming”, “He’s swimming”, etc.</div> <div style="text-align: justify;"> A variation that involves both the teacher giving ideas and students coming up with their own is the teacher giving a list of complex processes such as “You are making pizza” and “You are changing a bicycle tyre”. The students mime single actions from that process one by one, with their classmates trying to guess both the actions and the larger process, e.g. “You rolling some dough. You’re making cookies.” “I am rolling some dough but I’m not making cookies. Here’s the next action”.</div> <div style="text-align: justify;"> Livelier classes might prefer to race to do the mime that the teacher chooses, with one point for the first correct mime. To make it match the meaning of being in progress, the sentence will need to be held up and left up while the miming is going on, or shouted out over and over (by the teacher and/ or by the people doing the mimes). </div> <div style="text-align: justify;"> Guessing and doing mimes can be made more challenging and fun by the mimes being made with just hands (e.g. two fingers down representing a standing person), shadows, puppets, soft toys, etc.</div> <div style="text-align: justify;"> Another kind of miming challenge is for two or more students to try to exactly mirror each other’s actions, with the people watching trying to spot and point out differences, e.g. “He’s jumping but she’s hopping” or “She’s winking one eye but he’s blinking both eyes”.</div> <div style="text-align: justify;"> You can add cultural training to these activities by having gestures that vary by country, e.g. “You are calling a waiter” or “You are telling someone that it’s a secret”.<br /> </div> <div style="text-align: justify;"> <b>23. Present Continuous drawing competitions</b></div> <div style="text-align: justify;"> Present Continuous drawing competitions can be to draw a sentence until the people watching guess what the sentence is, rush to make the fastest and/ or best picture of the sentence that the teacher or a classmate says (“She’s playing with a yoyo” etc), or draw and write as many correct Present Continuous sentences as they can on the topic given (“At school” etc) within the time limit.<br /> </div> <div style="text-align: justify;"> <b>24. Make them doing it</b></div> <div style="text-align: justify;"> Students arrange slips of paper with words written on them to make sentences like “He + is + wearing + long + pink + socks” and “The + lion + is + sleeping”, then read out their completed sentences.</div> <div style="text-align: justify;"> You can ask them to make sentences of things that they’d like to draw on a picture, real things that are happening in the classroom, things that they want people to act out, or just things that could be true. Whether you want to then eliminate those slips of paper from the game or put them back onto the table to be also used to make different sentences later is up to the teacher, but the latter is usually better.</div> <div style="text-align: justify;"> For students who have problems with reading and/ or grammar, you might want to provide different kinds of words on different coloured paper and/ or different sizes of paper, e.g. all the subject pronouns on small pieces of blue paper and all the verbs on larger green paper.<br /> </div> <div style="text-align: justify;"> <b>25. Present Continuous accusations</b></div> <div style="text-align: justify;"> Students ask questions using the Present Continuous about bad things that they imagine their partner is doing such as “Why are you hitting your brother?” or “Why are you wearing underpants on your head?” Their partner must give a reason (i.e. they can’t say that they aren’t doing it). The person who asked the question can reject bad reasons like “Because I hate him” for “Why are you hitting your brother?” Note that students will probably need to be at least Pre-Intermediate level to be able to explain their reasons in English. They will also probably need a few on a worksheet to choose from before they start making up their own accusations.<br /> </div> <div style="text-align: justify;"> <b>26. This is what I’m saying</b></div> <div style="text-align: justify;"> Make a list of functional language which is used in particular situations, e.g. “I would have loved to, but…” for politely rejecting invitations or “Thanks for having me” when you leave someone’s house. The teacher or a student says one or more phrase for one situation and the other people guess the situation with a Present Continuous sentence, e.g. “You are rejecting an invitation” or “You are leaving someone’s house”. More confident classes can also try this game with just a list of situations (“Apologising” etc) before being given the phrases to use.<br /> </div> <div style="text-align: justify;"> <b>27. Bad habits sentence completion bluff </b></div> <div style="text-align: justify;"> Students fill in the gaps in some sentence stems on a worksheet to make true and made-up complaints about their neighbours, classmates, cousins, etc., e.g. “My mother is always telling me ______________________” and “My bus driver is always _____________________ the steering wheel”. Students fill in at least half of the sentences with a mix of facts and imagination, then take turns reading out their sentences. After questions about details (during which they can continue lying if the sentence was made up), their partners guess if the sentence is true or false.<br /> </div> <div style="text-align: justify;"> <b>28. Shooting blind</b></div> <div style="text-align: justify;"> This is based on a common use of Present Continuous in movies, namely someone working for the secret services or police describing what is going on into a microphone. In the most dramatic version of this game, one person is blindfolded and given something such as a pencil to pretend is a gun. One person walks around the room and the other members of the class describe what they are doing, using a Present Continuous sentence each time such as “He’s walking in front of the whiteboard” and “He’s standing behind the teacher”. You’ll need to be strict about use of this form so that they don’t just use prepositions of position. Whenever the person with the “gun” feels confident of being able to shoot the right person (without hitting any innocent bystanders and obviously without being able to look), they aim and make a shooting noise. The rest of the class then judges how successful their shot was.</div> <div style="text-align: justify;"> A less dramatic version is for the person to go around the room and suddenly commit some kind of crime, with the blindfolded person deciding when to launch an arrest, with announcing too early or late being a failure.</div> <div style="text-align: justify;"> This can also be done with a video, with the person facing away from the screen deciding when to shoot or arrest someone from the description of the people who can see what is going on.<b> </b></div> <div style="text-align: justify;"> <b>Present Continuous Verb Guessing and Present Continuous Spelling Code Game above can also be done with worksheets, as can Present Continuous Time Zones Guessing Game with a worksheet giving the time zones of different countries. More artistic teachers might be able to make their own Present Continuous Picture Similarities and Differences Worksheets. </b></div> <div style="text-align: justify;"> <b>Technology-based Present Continuous classroom activities</b><br /> </div> <div style="text-align: justify;"> <b>29. Video activities for Present Continuous</b></div> <div style="text-align: justify;"> Students can guess what is happening just from the sounds on a video and watch and check, make as many true sentences as they can about a paused scene, shout out Present Continuous sentences as the video is playing (getting no points if the action ends before they finish speaking, as that would make the tense incorrect), or shout out Present Continuous sentences from their worksheet when they think they are true. The last of those activities can be good practice for typical confusions like “He is watching…” and “He is looking at…”, with points taken off for sentences that are shouted out if they aren’t (exactly) true.</div> <div style="text-align: justify;"> The shouting out their own ideas for what is happening can also be limited in some way, e.g. only things which seem dangerous or naughty.</div> <div style="text-align: justify;"> If you have access to videoing technology, groups of students could also make similar videos for the whole class to do those activities with.</div> <div style="text-align: justify;"> <b>Shooting Blind above can also be done with a video.</b><br /> </div> <div style="text-align: justify;"> <b>30. Pictures of Present Continuous</b></div> <div style="text-align: justify;"> Students take digital photos of each other doing actions and then share them with the class. The challenge can be to come up with pictures and Present Continuous sentences that no other group has made, to take obscure photos that are difficult to work out the action from, or to take photos to illustrate how to do or not to do something, e.g. different suitable and unsuitable woodworking actions.<br /> </div> <div style="text-align: justify;"> <b>31. What are you seeing?</b></div> <div style="text-align: justify;"> Students guess what action a picture shows even though they can only see a tiny part of it, it is shrunk very small, or it is very blurred. It grows or becomes more and more in focus until they get the right sentence.</div> <div style="text-align: justify;"> This is also possible with pictures where the action is ambiguous due to the lack of information in them, with things becoming as the teacher gives hints, a video slowly progresses or they race to read the explanation in texts on the pictures.</div> <div style="text-align: justify;"> This is easiest with a computer and projector, but can also be done with an overhead projector. This is also possible without technology by hiding a card and revealing it bit by bit from behind another card.<br /> </div> <div style="text-align: justify;"> <b>32. Celebrities now</b></div> <div style="text-align: justify;"> Students search social media for what famous people are doing right now, with points for actions which are probably still happening when they announce them to the class, plus maybe bonus points for interesting information. All reports to the class should be in the Present Continuous tense, e.g. “Justin Bieber is singing in Wembley Stadium”. This works best with Twitter, because people don’t have to be a member or be “friended” to read the tweets. They will need to make note of when the tweet was sent each time so that other people can judge whether it is still ongoing or not.<br /> </div> <div style="text-align: justify;"> <b>33. Only one person is doing it</b></div> <div style="text-align: justify;"> Students try to make Present Continuous sentences that (just about) make sense but have only one result on Google or Google images. For example, I found that was true for “She is eating a desk” or “He is chewing a feather”. Students will need to use quotation marks (or the equivalent for other search engines) to make sure that other combinations of those words don’t come up as results.<br /> </div> <div style="text-align: justify;"> <b>34. Present Continuous songs</b></div> <div style="text-align: justify;"> Quite a few pop songs and children’s songs include a significant number of Present Continuous sentences, with maybe the most famous being Tom’s Diner by Suzanne Vega. However, it’s quite difficult to know what you can do with such songs to actually increase students’ understanding of or ability to use this tense. Many worksheets online just get students putting –ing forms or be + ing into gaps, but unless they still have problems with subject + be or contractions it is difficult to imagine that they learn much from such an activity. If you can get students singing along, that should help them memorise the structure and some of the verbs and collocations in the song. To reinforce that memory building, you could get them to sing along from more limited clues than the full lyrics would provide such as lyrics with blanks, just verb forms in the infinitive, or just pictures.</div> <div style="text-align: justify;"> Personally, I’m a bit too embarrassed to have actual singing in adult and teenage classes, so the job then is to find alternative things to do before, during and after listening to the song. Perhaps the best way is to almost ignore the actual –ing form and have students guess the collocations instead, e.g. joining subjects and verbs or verbs and objects, then listening to check. They could also guess what –ing phrases they will hear from pictures and/ or a description of the situation described in the song, then listen to check.<br /> </div> <div style="text-align: justify;"> <b>35. What are six billion people doing?</b></div> <div style="text-align: justify;"> Students research data like time zones and populations of countries to make statements like “Two billion people are sleeping right now” and “Over one million people are suffering from malaria”. Searching terms like “are suffering from” and “half the world’s population” might help them find such info. Students get one point for each sentence that the class accept is true and no one else thought of. Students will need to find out when the information was put online so that other people can judge whether it is probably still true or not, or you can ask them to update any old figures according to their own ideas of the probable trends. </div> <div style="text-align: justify;"> <b>Present Continuous Instructional Play above can also be done with use of a video camera, and Present Continuous Kim’s Game can be done with a DVD, video camera or digital camera. Present Continuous Memory Games above can also be done with a DVD. What Are You Hearing? can be done with a DVD, music player, or recording device. </b></div>

35 fun classroom practice activities for Present Continuous (Present Progressive)

The simplest use of Present Continuous is to talk about things that are in some way in progress now/ presently/ currently/ at the moment, w...

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