No prep pair-work speaking activity. Topic of conversation: Salud Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Spanish Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: En primer lugar, En segundo lugar, Finalmente Sin embargo, Por otra parte, Mientras que Además, También, Es más Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

Thematic discussion questions designed to encourage fluency & confidence in English Ideal to use as an engaging warmer or as a dynamic speaking activity to finish a class. Aimed at adults and teenagers. 1. Print & cut 1 set (double-sided) of flashcards for each pair of students. **2.**Students draw a question card and ask their partner. Encourage students to: • Extend their answers • Elicit more information • Agree / disagree with their partners • Justify their arguments 3. Change pairs 4. Students try and report to their new partner everything they can remember which their old partner has just told them.

Thematic discussion questions designed to encourage fluency & confidence in English Ideal to use as an engaging warmer or as a dynamic speaking activity to finish a class. Aimed at adults and teenagers. 1. Print & cut 1 set (double-sided) of flashcards for each pair of students. **2.**Students draw a question card and ask their partner. Encourage students to: • Extend their answers • Elicit more information • Agree / disagree with their partners • Justify their arguments 3. Change pairs 4. Students try and report to their new partner everything they can remember which their old partner has just told them.

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity. Part 1: Photo description & comparison Encourages use of linking terms, connectors and cohesive devices Vocabulary acquisition Part 2: Discussion questions Debates Agree / disagree Advantages / disadvantages Encourages fluency and confidence using Portuguese Can be used for a 1-1 speaking class or pair-work activity in a large class Instructions for PART 1: 1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo). 2) Change pairs to AB. 3) Student A describes photo while student B listens attentively. 4) Student B describes photo while student A listens attentively. 5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos. Students may now look at each other’s photos and describe 2-3 differences each. Encourage use of CONNECTORS: Primeiro, Em segundo lugar, Finalmente Entretanto, Por outro lado, Enquanto isso Além disso, Adicionalmente, Também Instructions for PART 2 1) Students ask each other the discussion questions. Encourage students to: Extend their answers Elicit more information Agree / disagree with their partners Justify their arguments 2) Students try and report to their new partner everything they can remember which their old partner has just told them. Encourage students to use the questions to guide their memory. GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS