Scripts, answers & audio link provided (an Internet connection is required for this activity) Level: Upper-Intermediate (B2) to Advanced (C1)

Scripts, answers & audio link provided (an Internet connection is required for this activity) Level: Intermediate (B1)

Students look at the images of the steps required to make porridge. They are required to match the vocabulary with the correct image AND convert the instructions into passive.

50 x printable activities from the Spanish Vocabulary Flashcards series. Increase vocabulary retention with active engagement with new words. A communicative approach to learning new vocabulary. Gamification options and full instructions provided. INSTRUCTIONS

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: Present perfect PART 1: Divide Ss into pairs. Student A describes the pictures (a-d) using present perfect. Student B has the answers and corrects Student A, if necessary Now it’s Student B’s turn PART 2: Conversation questions encouraging use of the target language. Full instructions provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: Future perfect PART 1: Divide Ss into pairs. Student A describes the pictures (a-d) using future perfect. Student B has the answers and corrects Student A if necessary Now it’s Student B’s turn PART 2: Conversation questions encouraging use of the target language. Full instructions provided.

3 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: UNCOUNTABLE NOUNS PART 1: Uncountable Noun Flashcards Student A takes the first card and describes the word to Student B. Student B tries to guess the word on the card. If Student B is correct, the card is placed on the right. If Student B does not know the word, or only knows the word in their native language, the card is placed on the left. (This way, a pile of unknown words is on the left for students to record after the activity). Student B draws the next card and the game continues until all cards have been described. The word list is populated by the most frequently mistaken uncountable nouns according to the Cambridge Corpus. PART 2: Picture compare Students describe the differences in their pictures using uncountable nouns Vocabulary: fruit and vegetables PART 3: Discussion questions Conversation questions encouraging use of uncountable nouns and quantifiers Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: Past simple PART 1: Divide Ss into pairs. Student A describes the pictures (a-d) using past simple. Student B has the answers and corrects Student A, if necessary Now it’s Student B’s turn PART 2: Conversation questions encouraging use of the target language. Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: FIRST CONDITIONAL PART 1: Student A asks Student B the question at the top of picture a. Student B looks at the picture and answers the question using the 1st conditional. Student B has the answers and corrects Student A if necessary. PART 2: Discussion questions Conversation questions encouraging use of the 1st conditional Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: QUANTIFIERS much many a lot of some any a few a little PART 1: Spot the difference Students describe their pictures to each other, trying to find the differences between them PART 2: Discussion questions Conversation questions encouraging use of quantifiers Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: MIXED CONDITIONALs Warmer: Student A takes the first card and describes the word to Student B. Student B tries to guess the word on the card. If Student B is correct, the card is placed on the right. If Student B does not know the word, or only knows the word in their native language, the card is placed on the left. Student B draws the next card and the game continues until all cards have been described. Ss then try and order the flashcards by date of invention -from oldest (Nº 1) to most recent (Nº 20) PART 1: Invention Impact Using mixed conditionals, students evaluate the impact of each invention on the world. For example: Mixed conditional type 1: “If anaesthesia hadn’t been invented, serious operations would still be very painful” OR Mixed conditional type 2: “If the internet didn’t exist, Google would not have been invented" PART 2: Discussion questions Conversation questions encouraging use of mixed conditionals Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: MODAL VERBS of ABILITY PART 1: Students take it in turns to describe what they are able to do and not to do in their places. Their partner has to guess the place. PART 2: Discussion questions Conversation questions encouraging use modal verbs of ability Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: PASSIVE PART 1: Object descriptions Students take it in turns to describe their objects to each other using the passive. e.g. “Letters are written with it” “a pen!” PART 2: Discussion questions Conversation questions encouraging use of passive voice Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: MODAL VERBS of ADVICE PART 1: Emergency Situations Advice Game In teams, students debate the best advice for each emergency situation. Points are awarded and a winner is determined! PART 2: Discussion questions Conversation questions encouraging use modal verbs of advice Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: SUPERLATIVES PART 1: The Interview Students interview each other to determine who has done the most of or had the best … PART 2: Discussion questions Conversation questions encouraging use of superlative structures Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: MODAL VERBS PART 1: Mixed Modals Debates Game In teams of three, students need to debate, persuade, negotiate, agree and disagree to win the game. PART 2: Discussion questions Conversation questions encouraging use modal verbs. Full instructions and gamification options are provided.

3 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: COMPARATIVES PART 1: Students use pictures to make two comparisons with the adjective given, utilizing both structures) . Student B has the answers and can correct Student A if necessary. PART 2: Discussion questions Conversation questions encouraging use of comparative structures PART 3: The PEOPLE, THINGS, PLACES and ACTIVITIES comparisons Game A game where students win points by making correct comparisons between people, things, places and activities. Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: RELATIVE CLAUSES PART 1: Students use relative clauses to describe people, places and things to their partner. PART 2: Discussion questions Conversation questions encouraging use of relative clauses. Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: CAUSATIVE HAVE (to have something done) PART 1: Students use causative have to describe pictures to their partner. PART 2: Discussion questions Conversation questions encouraging use of causative have. Full instructions and gamification options are provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: GET USED TO PART 1: Student A looks at first picture and has to describe the situation using: used to + verb didn’t use to + verb am getting used to + -ing. Student B has to try and guess the situation PART 2: Discussion questions Conversation questions encouraging get used to and used to Full instructions and gamification options provided.