Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
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.
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.
18 x No prep pair-work speaking activities
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Naturaleza
2) Negocios
3) Noticias
4) Números
5) Personalidad
6) Política
7) Publicidad
8) Religión
9) Rutinas
10) Salud
11) Sentimientos
12) Technología
13) Televisión
14) Tiempo
15) Trabajo
16) Transporte
17) Vecinos
18) Viajes
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 (explicado en español)
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.
Topic of conversation: Viajes
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
16 x No prep pair-work speaking activities
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Aficiones
2) Amor
3) Animales
4) Arte
5) Casas
6) Ciencia
7) Ciudades
8) Colores
9) Comida
10) Compras
11) Crimen
12) Deporte
13) Dinero
14) Edificios
15) Educación
16) El Campo
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 (explicado en español)
16 x No prep pair-work speaking activity.
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Entretenimiento
2) Fama
3) Familia
4) Fiestas
5) Futuro
6) Geografía
7) Historia
8) Humor
9) Idiomas
10) Infancia
11) Internet
12) Inventos
13) Medio ambiente
14) Moda
15) Música
16) Naciones
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 (explicado en español)
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.
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.
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.
9 x No prep pairwork speaking activities
Topic: Mi Mundo
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Animales
2) El Campo
3) Naturaleza
4) Naciones
5) Tiempo
6) Medio ambiente
7) Ciudades
8) Edificios
9) Viajes
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 (explicado en español)
7 x No prep pairwork speaking activities:
Topic:Problèmes Sociaux
Encourage fluency and confidence using French with thematic conversation activities.
1. Le crime
2. L’éducation
3. La politique
4. La santé
5. L’argent
6. La religion
7. Le futur
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 French
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:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
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 (in French)
9 x No prep pairwork speaking activities
Topic: Mes Loisirs
Encourage fluency and confidence using French with thematic conversation activities.
1) Les loisirs
2) La télévision
3) Le divertissement
4) L’humour
5) Les fêtes
6) Les voyages
7) La mode
8) Le shopping
9) Internet
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 French
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:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
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 (in French)
A fun, competitive & engaging speaking game designed to practise using the 2nd conditional.
OBJECTIVE: Points are won by convincing the judge that your gift is the best choice for the person/people.
Target Language: The Second Conditional
IF + PAST SIMPLE + WOULD
(Alternative versions are available for Christmas Gifts Game & Birthday Gifts Game)
A fun, competitive & engaging game where points are won by convincing the judge that your gift is the best choice for the person/people’s birthday
Target Language:
-Birthdays
-Agree/disagree
-Arguing
-Debates
SEE PREVIEW FILE FOR FULL INSTRUCTIONS
(Alternative versions are available for Christmas Gifts Game & 2nd Conditional Gifts Game)
A pair work speaking activity with Disney (& other) cartoon characters.
Target Language: Too & Enough
Too + Adjective
Adjective + Enough
Instructions:
-Divide students into pairs. Place a set of question cards, picture side up, between each pair.
-Student A draws the first card and reads the question.
-Student B tries to guess the answer, using too and enough
-If Student B struggles, Student A can give the hint, which consists of the required adjectives
-It is then Student B’s turn to read the question.