Class icebreaker
This activity is designed to be taught at the beginning of Unit 1.
Time: 15–20 minutes. You and the students will enjoy this interview activity at the beginning of the first or second class of the new term.
- Brainstorm with the class on the kinds of questions someone might ask to find out more about a classmate. Elicit students' suggestions and write them on the board:
Wh-questions
Where do you live? What do you do?
How do you get to school?
Why did you choose to study English?
Yes/No questions
Did you study a foreign language in high school?
Are you married?
Do you have a hobby?
- Arrange students into pairs (preferably with a new classmate or someone they don't know very well). Tell them to take turns interviewing each other using the questions on the board and others of their own.
- After ten minutes, stop the activity. Now pairs take turns introducing their partners to the rest of the class.
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You're just like me!
This activity is designed to be taught with Exercise 6, "Ideal People."
Time: 10–15 minutes. This is a communicative activity that has students describe likes and dislikes while finding out more about classmates' personalities, feelings, and attitudes.
- Depending on the number and type of students in the class, select some of the following categories (or make up other suitable ones of your own) and write them on the board:
| sports fanatics = love to play or watch sports |
| bookworms = love to read |
| gamblers = like to take chances |
| clotheshorses = are very fashion-conscious and often have a lot of clothes or spend a lot of time and money on their wardrobes |
| food freaks = really love food and eating |
| homebodies = prefer staying home to going out |
| workaholics = are very hard workers and often work overtime |
| couch potatoes = prefer watching TV or reading to going out or getting exercise |
- Ask students to choose one category that they think best describes their personality. (Note: Tell students that this is just for fun so they shouldn't take their choice too seriously.) Now students who chose the same category form a group.
- Set a time limit of about five minutes. Groups discuss why they chose the category they did and why they think it is a good description of themselves. Go around and give help as needed.
- Optional: Have students suggest additional "personality" categories and write them on the board. Then students try the activity again.
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How do you feel about . . . ?
This activity is designed to be taught with Exercise 10, "Grammar Focus: Clauses containing it with adverbial clauses."
Time: 10–15 minutes. This activity practices describing feelings using relative pronouns who and that as well as clauses containing it with adverbial clauses.
- Write the following cues on the board and then ask students to write down their responses to each one:
| Something . . . |
– that scares you
– you can't stand |
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– that makes you angry
– that makes you laugh |
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| Someone . . . |
– who you think is fascinating
– you'd love to meet
– you don't see very often but would like to see more
– who speaks English very well |
- Explain that students can make responses like these:
It scares me when there's a thunderstorm. or Thunderstorms really scare me.
Courtney Cox is an actress that I think is fascinating. or I think Courtney Cox is fascinating.
- When all the students have finished writing their eight sentences, have them form groups of three or four to compare ideas. Then elicit responses around the class.
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I didn't know that!
This activity is designed to be taught with Exercise 11, "Reading: Friends again – forever!"
Time: 10–15 minutes. This enjoyable activity enables students to get to know their classmates better and practices giving personal information in response to questions.
- Write the following questions on the board for students to use. (Note: You may want to adapt these questions or add others of your own that are appropriate for your students to answer.)
Who rides a motorcycle?
Who has an unusual pet?
Who likes to cook?
Who likes telling jokes?
Who likes to draw or paint?
Who plays a musical instrument?
Who speaks three or more languages?
Who wants to live in a foreign country?
Who is always on time?
Who is easygoing and patient with others?
- Explain the activity: Students form groups and sit together or in a circle. Then groups go through the questions on the board, one at a time. If someone answers a question, he or she should give more information and answer any follow-up questions from other students in the group. Set a time limit of about ten minutes. Walk around the class and give help as needed.
- Optional: As a follow-up, ask groups to share with the rest of the class some of the more interesting information that they found out about their classmates.
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It's the teacher's turn!
This activity is designed to be taught with Exercise 11, "Reading: Friends again – forever!"
Time: 5–10 minutes. This activity practices yes/no and Wh-questions. It also allows students to learn something about you, the teacher.
- Write some questions like these on the board for students to ask you:
Where are you from originally?
Where did you go to school?
Did you major in English?
How long have you been teaching English?
What languages do you speak?
What do you want us to call you in class?
- Present the questions. Then elicit additional ones and write them on the board, too.
- Students take turns asking you the questions on the board as well as their own follow-up questions.
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