Superlative Adjective Drills
Superlative Forms
Teacher/Leader: fast
Class/Group: fast
Teacher/Leader: the fastest
Class/Group: the fastest
Teacher/Leader: lucky
Class/Group: lucky
Teacher/Leader: the luckiest
Class/Group: the luckiest
Teacher/Leader: exciting
Class/Group: exciting
Teacher/Leader: The most exciting
Class/Group: The most exciting
Teacher/Leader: That car’s fast!
Class/Group: That car’s fast!
Teacher/Leader: That car’s the fastest in town.
Class/Group: That car’s the fastest in town.
Teacher/Leader: She’s lucky.
Class/Group: She’s lucky.
Teacher/Leader: She’s the luckiest girl I know!
Class/Group: She’s the luckiest girl I […]
Verb + Infinitive Drills
Teacher/Leader: ING
Class/Group: ING
Teacher/Leader: like doing
Class/Group: like doing
Teacher/Leader: I like reading.
Class/Group: I like reading.
Teacher/Leader: love doing
Class/Group: love doing
Teacher/Leader: I love dancing!
Class/Group: I love dancing!
Teacher/Leader: HATE doing
Class/Group: HATE doing
Teacher/Leader: I hate working!
Class/Group: I hate working!
Teacher/Leader: avoid doing
Class/Group: avoid doing
Teacher/Leader: He avoided answering.
Class/Group: He avoided answering.
Teacher/Leader: finish doing
Class/Group: finish doing
Teacher/Leader: He finished playing tennis.
Class/Group: He finished playing tennis.
Teacher/Leader: […]
How Questions Drill
Questions with ‘How’
Teacher/Leader: How!
Class/Group: How!
Teacher/Leader: How much?
Class/Group: How much?
Teacher/Leader: A lot!
Class/Group: A lot!
Teacher/Leader: How many?
Class/Group: How many?
Teacher/Leader: A few.
Class/Group: A few.
Teacher/Leader: How often?
Class/Group: How often?
Teacher/Leader: Sometimes.
Class/Group: Sometimes.
Teacher/Leader: How long?
Class/Group: How long?
Teacher/Leader: Two hours.
Class/Group: Two hours.
Teacher/Leader: How far?
Class/Group: How far?
Teacher/Leader: Twenty miles.
Class/Group: Twenty miles.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: Fine!
Class/Group: Fine!
Teacher/Leader: How do you do?
Class/Group: […]
Question Words Drill
Remember that through the use of repetition and having fun together (be as crazy as you like) students will improve their ‘automatic’ use of the language. Using a drill is straight-forward. The teacher stands up in front of the class and ‘chants’ the lines. It’s important to be as rhythmical as possible because these […]
Have to and Must for Obligation
Have to / Don’t Have to & Must / Mustn’t
Many students often confuse the use of the modals ‘must’ and ‘have to’. While the meaning is generally maintained in incorrect usage in the positive forms, a mix-up in the negative forms can cause confusion.
Here you can use daily routines and an interviewing game to help students master these […]
Comparative and Superlative Adjectives
The correct use of the comparative and superlative forms is a key part of learning how to express opinion or make comparative judgments. The following focuses on first building understanding of the structure - and of the similarity between the two forms - inductively, as most students are at least passively familiar […]
Passives
Presentation : How is milk made?
Materials: Rods; empty milk carton; pictures of countryside (Vocab book); pictures of farm activities
Warmer: Tell Ss to sit back, relax, close eyes . . .”Drive out of Istanbul..no traffic, no buildings, no city . . .”
Ask Ss what they can hear . . . smell . . . .see?
Put Ss […]
Grammar Drills - Third Conditional
Grammar chants can be a lot of fun to use in classes. They are especially effective to help students learn problematic forms, words, etc. through repetition the right side of the brain engages its ‘musical’ intelligence.
Third Conditional (Past Unreal Conditional)
Teacher/Leader: Yesterday
Class/Group: Yesterday
Teacher/Leader: Yesterday, was such a bad day.
Class/Group: Yesterday, was such a bad day.
Teacher/Leader: I […]
The Second Conditional
Presentation #1
Preparation: Picture of old, old man.
Picture of young, armed thug.
Show Ss picture of old man. Elicit name and adjectives and abilities & board them.
With help from students draw a night sky and some city elements on the whiteboardto place the old man in a dangerous side street at night.
Introduce the thug. Elicit name and […]
Subject/Object Presentation
NOTE: you’ll need to find your own flashcards for this lesson!
Show Ss “Action Girl” flash card and elicit her abilities. Stick it to the whiteboard. Show the “No Action Man” and elicit his lack of abilities and stick it to the whiteboard.
Ask Ss what Action Girl can do (plenty) to No Action Man (not much) and vice versa.
Emphasise […]