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: 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: THIRD CONDITIONAL PART 1: The Create-a-3rd-Conditional Game In pairs, students turn over two cards, which both have past simple phrases on them. They need to make a valid 3rd conditional, then provide a justification For example: Card 1: I met a celebrity Card 2: I was punched in the face Student A: “If I hadn’t met a celebrity, I wouldn’t have been punched in face because I asked the celebrity for an autograph and she got angry and punched me in the face” PART 2: Discussion questions Conversation questions encouraging use of the 3rd 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: 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.

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 PERFECT CONTINUOUS PART 1: Students describe the differences in their pictures using the past perfect continuous PART 2: Excuse! Students ask each other questions and try to think of good excuses which explain the situation, using the past perfect continuous. For example: Student A: “Why did you sleep in your car all night?” Student B: “because I had been drinking in the pub all day and I lost my keys” Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: PRESENT PERFECT CONTINUOUS PART 1: Students describe the differences in their pictures using the present perfect continuous PART 2: Conversation questions encouraging use of the target language. Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: FUTURE CONTINUOUS PART 1: Students describe the differences in their pictures using the future continuous PART 2: Conversation questions encouraging use of the target language. Full instructions and gamification options provided.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: Past Continuous PART 1: Students describe the differences in their pictures using the past continuous PART 2: Conversation questions encouraging use of the target language. Full instructions and gamification options 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.

2 x fun, non-prep, interactive, communicative, pairwork activities. Target Language: Past Perfect PART 1: Divide Ss into pairs. Student A asks Student B the question at the top of picture a. Student B looks at the picture and answers the question using past 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: 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 simple PART 1: Divide Ss into pairs. Student A describes the pictures (a-d) using future 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: 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: Present Simple PART 1: Student A describes the pictures (a-d) using the present simple and adverbs of frequency. The circle in the bottom-left corner indicates the frequency. 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.

A fun, non-prep, interactive, communicative, pairwork activity. Target Language: Adverbs of Frequency never rarely sometimes often always PART 1: Student A describes a series of images (a-d) using adverbs of frequency. The circle in the bottom-left corner indicates the frequency. Student B has the answers and corrects Student A, if necessary PART 2: Conversation questions encouraging use of the target language. Full instructions provided.

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